A Comparative Study Of The Texts Of High School Physics Textbooks Based On The Cultivation Of Scientific Thinking

The promulgation of Physics Curriculum Standards for General High School Students(2017 Edition)further clarifies the core literacy of physics and points out that "scientific thinking" is the key factor to develop the core literacy of middle school students.Textbooks are the link between teachers' "teaching" and students' "learning",as well as the important carrier of subject knowledge and learning methods.People's Education Edition and Lu Ke edition are re-compiled and put into use in Shandong Province in order to implement the requirements of the new curriculum standard on the core quality of students' physics in 2019.Because this edition of the textbook has been put into use for a short time and has received little feedback,so at this stage,an in-depth study on the compilation of the two editions of the textbook and how it fits in with the cultivation of scientific thinking may provide some reference for the teachers and students who use this book in the future.Firstly,based on the scientific thinking and teaching material after the comparative analysis of the literature at home and abroad,this paper uses the literature research method to define the concept of scientific thinking and textbooks,and provides some theoretical support for the feasibility of this study.Secondly,this paper selected "Compulsory 1" of high school physics published by PEP and Luke in 2019 as the research sample.On the basis of combing and analyzing the existing research on scientific thinking in the core quality of physics,the author defines the concept of each element of scientific thinking,and takes it as a research tool for the comparative analysis of textbooks.Thirdly,based on the operational concept definition table of scientific thinking,the author adopts a quantitative and qualitative analysis method.After making an overall analysis of "Compulsory 1" of high school physics in the People's Education Edition and Luke Edition,the author takes specific chapters as examples to analyze and compare the presentation of various elements of scientific thinking in the textbook.Through the sorting of the textbooks,this paper draws the following conclusions: first,the column types of the two editions of high school physics textbooks are rich and diverse,the column titles are easy to understanda and the column contents can well combine the knowledge learned to put forward scientific questions to explore and infer rationality,so as to help students develop scientific thinking.The form of textbook column and the actual teaching content are unified,which can not only give people a sense of freshness,but also greatly enhance the richness of the content of the textbook and the vitality of classroom teaching.The Lu Ke version of high school physics "compulsory 1" significantly more than the number of column type and physical for high schools are the compulsory 1,the editor aims to build a good physical situation and provide a solid theoretical basis for students by setting up a variety of featured columns such as "mini-laboratory" and "experiment and inquiry",so as to better guide students to learn physical knowledge,help students complete important scientific thinking processes such as scientific reasoning and scientific inquiry,and cultivate students' scientific thinking.In addition,the variety of sections of textbooks in Luke edition is also the main reason for the more frequent presentation of various elements of "scientific thinking" in the process of textbook analysis.Second,based on the four dimensions of scientific thinking,including "physical model" ? "scientific reasoning" ? "scientific inquiry" and "questioning innovation",this paper compares and analyzes "Compulsory 1" of high school physics in the PEP edition and Luke edition,and finds that the distribution of all elements of scientific thinking is relatively balanced in the two editions.The frequency of "physical model" is the largest,followed by "scientific inquiry" and "scientific demonstration",while the frequency of "questioning innovation" is insufficient and needs to be strengthened.Third,the compilation style of PEP textbooks is more concise and the compilation can highlight the core quality concept.The editor can fully consider the cognitive development level of students,boldly optimize the structure of the textbook,and good at using diversified learning methods to cultivate students' independent learning ability.At the same time,the editor pays attention to the reality and highlights the STSE thought,so as to cultivate the all-round development talents required by the new era.Fourth,Luke edition textbooks have a stronger feature of "reviewing the past and knowing the new",which stimulates students' interest in exploration and learning by connecting with real life.At the same time,Luke edition textbooks will list the four dimensions of the curriculum standard one by one,which not only puts forward teaching objectives for teachers and students' learning,but also provides great help for students to grasp the important and difficult points of each chapter.On the whole,Luke edition textbooks inherit the advantages of physics textbooks in China.The editors not only pay attention to the rigor of teaching knowledge,but also pay attention to mobilizing students' participation in learning,and pay attention to the cultivation of students' scientific thinking.Generally speaking,the teaching material of Luke edition has higher conception,deeper implication,and can better reflect the concept of "taking student development as the basis",which is conducive to cultivating students' scientific thinking.According to the above research conclusions,the author puts forward the following suggestions to the textbook users: in actual teaching,teachers should not stick to a set of teaching materials,they can refer to different teaching materials,optimize and integrate them,they can carry out efficient and accurate teaching activities after developing creative teaching programs.At the same time,teachers should pay attention to the cultivation of students' scientific thinking in teaching activities.For example,in the process of teaching design,teachers should adopt heuristic and inquiring learning methods to guide students to learn the concepts and laws of physics and cultivate students' scientific thinking,so as to "teach with textbooks" instead of "teach textbooks" and give full play to the maximum value of textbooks.