Quantitative Comparative Study On The Mechanical Structure Of Chinese And American Physics Textbooks

Teaching materials play a significant role in the curriculum reform and real teaching situations. The comparison among them can promote textbook writers to further understand educational philosophy and ideas, inherit and further develop their excellent styles. Meanwhile, it can also help students and teachers integrate the textbook structural system, use teaching materials rationally and effectively and improve the quality of education and teaching eventually.In order to quantify the research of teaching material structure, and based on the Interpretive Structural Model (ISM), this thesis makes a comparative analysis of Physics published by People’s Education Press and Physics Principles and Problems.The procedures of this study are as follows: the extraction of key elements, the formation of the relationship between elements, the solution to the matrix, and finally drawing hierarchical map. Furthermore, according to the final hierarchical graph, the comparison will be conducted between the same content in the two books from four perspectives: the selection of key elements, the arrangement of initial elements, the arrangement of node elements and the relationship between elements.After the multilevel comparative analysis of the two teaching books, this thesis draws the three conclusions as follows. Firstly, the consistency of the basic knowledge in the two text books; secondly, the diversification of the presentation style; thirdly, the variance of the path of the unfoldment. Via the comparison of the similarities and differences of the two versions, this thesis provides some references and suggestions for textbook writers and first-line physics teachers in China, and put for rewards some advice on diversification of view angle and structure and the conceptual stage for teaching materials reform and utilization.