| Physics is a natural science that studies the structure of matter,the interaction between matter and the law of motion.As an important tool to carry the curriculum,teaching materials play a very important role in the teaching process.As an important carrier of physics curriculum,physics textbooks for junior high school undertake the important task of presenting physics teaching content,which is of great significance to accomplish the goals of physics teaching and embody the function of physics teaching.Since the reform and opening up,the rapid development of China’s economy and society,but because of the vast territory of our country,the development of different regions is unbalanced.Not only the level of education and teaching in different regions,but also the level of students’ cognitive development is not the same.In the past,the policy of "one syllabus,one textbook" has obviously failed to satisfy people’s growing cultural needs.The new curriculum reform has broken this situation.After that,China’s textbooks have developed to the current "one curriculum standard,multiple versions of textbooks".With the deepening of the new curriculum reform,there are many versions of Physics Textbooks in compulsory education in China.This paper takes two kinds of junior high school physics textbooks which are published by People’s Education Press in 2012 and Shanghai Science and Technology Press in 2012 as the research objects(hereinafter referred to as PEP and SSTP),and uses literature research,comparative analysis,case analysis and other research methods from the perspective of teaching to make a comparative analysis of the two teaching materials in terms of curriculum concept,structural system,teaching methods and teaching contents.Based on the comparative analysis of the two versions of textbooks,we conclude that the two versions have their own advantages and disadvantages in terms of textbook structures,contents and teaching methods.The comparative conclusions are as follows:The textbook of PEP focuses on the overall grasp of knowledge.The knowledge system is relatively complete and reflects a strong systematic and logical.The content of the textbook is more detailed and the form is more abundant.It pays attention to the cognitive characteristics of the students,which is helpful to learn the knowledge of physics systematically.It’s good at helping students to establish physical concepts through the cognitive process of perception,description and analysis.This textbook pays attention to the promoting effect of the history of physics on the experimental content embodies the humanistic idea of physics course.The textbook of SSTP does not deliberately pursue the strictness and integrity of knowledge.The knowledge system is not strong,the knowledge range of the textbook is wide,the practicability is strong and the content is relatively simple.It pays attention to the basic steps of scientific inquiry and emphasizes that students can draw experimental conclusions through hands-on experience.We should focus the combination with students’ experience,emphasize the methods and ways of acquiring knowledge and the practical application of knowledge,and require students to experience the process of acquiring knowledge.On the basis of comparative analysis,the author puts forward some superficial suggestions for the compilers and users of teaching materials,as follows:The two versions of the textbook,PEP and SSTP,embody the objectives and concepts of the curriculum standard,each with its own advantages and characteristics.For PEP,the author suggests that we should pay attention to the integrity of subject knowledge system,the cognitive characteristics of junior high school students,the psychological characteristics and cognitive level of students.When the teaching material is introduced,the picture material should have characteristics and the text should be concise,so as to give full play to the guiding role of the picture and the text material.At the same time,in addition to the introduction of text and picture materials,some small experiments and activities can be properly used to stimulate the students’ interests in learning.In the exercises after class,the proportion of comprehension questions is too large,such as short answer questions,which lacks the feasibility of operation.For SSTP,the author suggests that we should not only pay attention to the cognitive characteristics of students,but also take into account the systematic knowledge of physics,and consider fully the establishment process of physical concepts and laws.Materials in the textbook should be close to life as much as possible,and small activities and experiments in teaching can be increased appropriately. |
