A Comparative Study On The Scientific Practices In Chinese And American Junior Physics Textbooks

The research upsurge in the field of scientific practice is increasing,and all aspects of its deepening reform are also reflected in science textbooks.Integrating the content of science practice into the science classroom has become the only way for the reform of science education.In order to understand the physics textbooks in terms of scientific practice and play a role,reflect the value of physical education,in this paper,the domestic and international mainstream science textbooks contrast research of scientific practice content,the research not only can help us more comprehensive look at junior high school physics textbooks,also has guiding significance to the improvement,the future development of physical education also has positive significance.In this paper,we study the two version of high school physics textbook content of scientific practice,choice of the development of the national research council,scientific practice content analysis framework for the two version of junior high school physics textbooks were scanned and statistics,comparative analysis on macroscopic level,and then using the content analysis method to the two version of physical material qualitative analysis of the environmental education content,and combining with theoretical analysis,get the following conclusion:(1)the scientific practice content of the two editions is sufficient.(2)the content of scientific practice in the two textbooks is unevenly distributed and the practice type is single.The content of scientific practice does not pay enough attention to reasoning and communication.(3)Chinese textbooks ignore the sociality of scientific activities.(4)The American edition of the textbook does not place enoughemphasis on data processing power.(5)both textbooks weaken the cultivation of students' critical thinking.Finally,based on the conclusion of the study,the author provides the following Suggestions for textbook editors and translators:(1)practice should be more balanced in textbooks.(2)focusing on cultivating students' ability of cooperation and communication.(3)adding content that reflects the spirit of criticism.The following Suggestions are proposed to the majority of physics teachers:(1)physics teachers should first correctly understand the scientific practice in theory,and design different teaching activities according to the characteristics and different orientations of the philosophy of scientific practice.Secondly,we should have a deep understanding of the philosophy of scientific practice and integrate the concept of interaction between experiment and theory into the design of teaching activities.(2)connect with the reality of life,pay attention to "phenomenon teaching",pay attention to the students' existing experience from the real life.Physics teachers should pay attention to the scientific phenomena and problems that interest middle school students in daily life,and design and carry out scientific practice activities that are suitable for students' ability development based on the scientific problems in daily life.(3)teachers should pay attention to enhancing the diversity of scientific practice activities,improving the organizing ability of physics teaching activities,and attaching importance to the enthusiasm of students to participate in activities.Combine physics teaching activities with social practice activities,and utilize various conditions to develop the resources of various forms of scientific practice education.