A Comparative Study Of Scientific Methods In Experiments In Physics Textbooks For Junior High Schools In China And The United States

With the full implementation of the new round of curriculum reform,the scientific method education in the three-dimensional teaching objectives set by the " Compulsory Education Physics Curriculum Standard" is becoming more and more important in junior high school physics teaching.An article published in "Science" in 2009 found that Chinese college students have no significant gaps in scientific reasoning ability with American college students when their knowledge scores are much higher than those of American college students.Further analysis of the test results of the scientific reasoning ability of the students in the sample shows that Chinese students are not good at logical reasoning through fictional background,observation phenomena,judgment evidence,and verification hypothesis.A large part of the students' scientific ability and scientific thinking are cultivated in the classroom,and textbooks are the main reference materials for classroom learning.Due to the cultural differences between China and the United States and the different national conditions,the junior high school physics textbooks in the two countries also have great differences in all aspects.In order to understand the differences between junior high school physics textbooks between China and the United States,and to provide effective suggestions for junior high school physics science method education,the author compares the scientific methods of the Chinese and American junior high school physics textbook experiments as the research topic of this thesis,and conducts in-depth research.The author compares the scientific method of the junior middle school physics textbook experiment with the higher usage rate of Chinese textbooks published by People's Education Press and the American junior high school physics textbook " Scientific Explorer”,from the two aspects of writing characteristics and data proportion.The similarities and differences between the two are analyzed.And combined with the cognitive characteristics of junior high school students,some suggestions for the education of some scientific methods are put forward.This thesis is divided into five parts:The first part is the introduction,which mainly introduces the research background,content,significance,methods and current research status of this research topic.The second part gives the relevant concepts of scientific methods and the theoretical basis of this research.The third part compares the scientific methods in the Chinese and American junior high school physics curriculum standards from the preface,course objectives,curriculum content implementation suggestions and experimental examples.The fourth part compares the scientific methods in the experiment from two aspects:the writing characteristics of the textbook and the statistics.In terms of the writing characteristics of textbooks,the science explorer is explicit about some scientific methods,while physics is not explicit about them.The introduction of scientific methods in Physics is taught when used,and the language style is simple and strict.In "Science Explorer",the relevant introduction to the scientific method is unified in the "Skills Handbook" part of the textbook,and the expression has a high interest style.In specific experiments,"Science Explorer" emphasized the behavioral verbs related to scientific methods in a red-and-bold way,while "Physics" did not specifically label related content.In the statistics section,it is found that the proportion of guessing ideas in "Physics" is less than that of "Scientific Explorer".The proportion of inductive methods in "Scientific Explorer" is smaller than that of "Physics".The study found that the although the proportion of control variables in the two editions of textbooks is the same,there are obvious differences in the focus of teaching.In the fifth part,some strategies are proposed for the teaching of guessing ideas and control variables,and the teaching design is carried out under the guidance of the proposed strategy.