Quantitative Analysis Of High School Physics Textbooks Based On Core Literacy

Since the 21st century,"core literacy" has been a hot term closely watched by educational researchers all over the world.In order to cultivate students’ key abilities to adapt to the development needs of the times,various countries continue to improve and develop the core literacy system.With the promulgation of“General High School Physics Curriculum Standards(the 2017 edition)”,“physics key competencies” has gradually come into the sight of educators.In the new curriculum standard,physics key competencies are mainly divided into four aspects:physical concept,scientific thinking,scientific inquiry,scientific attitude and responsibility,which can be specifically divided into 14 elements.Based on the concepts of physics key competencies,this paper constructs a quantitative analysis framework of high school physics textbooks,and selects three editions of high school physics textbooks,which are published by People’s Education Press,Shanghai Science and Technology Education Press and Education Science Press.According to the analytical framework,the content of the textbooks is quantitatively analyzed.The research shows that the largest proportion is “scientific inquiry” from the perspective of the four aspects.The frequencies of “scientific inquiry” in the PEP(People’s Education Press)edition,the Shanghai(Shanghai Science and Technology Education Press)edition and the ESP(Education Science Press)edition are 30.53%,35.11% and 38.10%.The smallest proportion is “scientific attitude and responsibility”,which accounts for 13.68%,16.79% and 16.14%.In addition,the proportion of“scientific thinking” in the PEP edition is larger,which accounts for 29.12%,followed by “physical concept” which accounts for 26.67%.However,in the Shanghai edition and the ESP edition,the proportion of “physical concept” is larger,which accounts for26.34% and 25.66% respectively,followed by “scientific thinking” which accounts for 21.76% and 20.11%.Taking the curriculum standard as a reference,the distribution trend of the four aspects of physics key competencies in the Shanghai edition is the closest to the curriculum standard.The overall balance is relatively better.Compared with the old textbooks,the compilation of textbooks has changed from imparting knowledge to guiding students to carry out scientific practice.The three editions of high school physics textbooks roughly show the same trend of 14 elements of physics key competencies,but each element presents a different proportion.The largest proportion is“problem”.The frequency of “problem” in the ESP edition accounts for 22.22%.The smallest proportion is “ questioning innovation”and“scientific essence ”,which accounts for 1.15% in the Shanghai edition.Based on the research results,the author puts forward some suggestions for developing students’ physics key competencies from the perspectives of textbook compilation and classroom teaching strategies.