Research On The Performance Task Of "Writing In Physics" In American High School Physics Textbooks ——Taking "Principles And Problems" As An Example

Writing in Physics is an activity that students use existing scientific knowledge and new scientific knowledge to construct and integrate,and then express their own ideas,understandings or opinions through words or other forms.Nowadays,international large-scale educational quality evaluation projects,such as PISA,TIMSS and PIRLS,all focus on the evaluation and development of students' higher thinking ability.According to the ordinary high school physics curriculum standard(2017 edition 2020 revision).One of the important components of the core literacy of physics is scientific thinking.It is necessary to cultivate students ' critical thinking ability,creative thinking ability and problem solving ability in real situations.Critical thinking ability,innovation ability and problem solving ability belong to the category of higher-order thinking ability.It can be seen that how to effectively cultivate students ' high-order thinking ability is not only the direction of national education reform,but also the focus of physics teaching.Previous studies have found that the expressive task of scientific writing can develop students' higher-order thinking and can be used to cultivate higher-order thinking.In this study,the American high school physics textbooks ' principles and problems' as the research object.Using literature research,content research,case analysis.Research on American high school physics textbook ' principle and problem ' scientific writing task.Research purposes :(1)Statistics and Analysis of the Types of Science and Technology Writing in American High School Physics Textbooks and the Classification Framework of Science and Technology Writing Tasks.(2)Compilation of Standard for Level Division of Students ' Scientific Writing Performance.(3)The Characteristics and Enlightenment of Scientific Writing Tasks in American High School Physics Textbooks.The analysis found that :(1)Scientific and technological writing is divided into six categories according to writing types :Report writing,explanatory writing,biographical writing,explanatory writing,experimental writing,and comprehensive writing.The proportions of various types in American high school physics textbooks are 41 %,9 %,7 %,4 %,0 % and 39 % respectively.From the distribution point of view,it is found that report writing and comprehensive writing are more valued.Scientific and technological writing is divided into five categories according to situational types :Personal life situation,social life situation,physical history situation,scientific inquiry situation,no situation.The proportions were 16 %,20 %,25 %,23 % and 16 %,respectively.From the perspective of distribution,there are a little more situations in the history of physics,and there is little difference in the proportion of other situations.Scientific and technological writing is divided into five categories according to theme types :Mechanics,Energy,Waves and Light,Electricity and Magnetism and Modern Physics Themes,The proportions were 34 %,14 %,23 %,16 % and 13 %,respectively.From the perspective of distribution,the subject of mechanics is paid more attention.Scientific writing can also be classified by presentation type and reader type,But almost all scientific writing tasks in American textbooks are presented in the form of articles,and the readers are teachers.(2)Standard for Level Division of Students ' Scientific Writing Performance,Students can be divided into four levels from four dimensions : scientific theme,scientific viewpoint,scientific logic and scientific expression.The lowest level is that writing deviates from scientific themes.No scientific point of view and no evidence to support it.Scientific Logic Chaos,Scientific Expression Irrational.Mechanical stacking data without thinking.The highest level is the ability to focus on scientific themes.Put forward scientific viewpoints and supported by scientific evidence.Scientific logic is clear and self-consistent,which can connect known scientific concepts with new knowledge construction.Skillful language and ability to choose reasonable and correct scientific concepts for auxiliary expression.(3)Analysis of six typical cases of students' performance in scientific writing,In the dimension of scientific logic,students perform worst in scientific writing,Often mechanically abstracting data,not forming their own point of view,not thinking and reasoning process.Doesn 't use evidence to support opinion,support reasoning.On the dimension of scientific view,most students can only collect data,Can not be screened and put forward their own views.In the dimension of scientific theme,students perform relatively well,and most students can write closely with scientific theme.In the dimension of scientific expression,students perform relatively well,and most students can express concisely and concisely.Can choose reasonable and correct scientific principle or concept auxiliary expression.(4)There are 1-3scientific writing tasks in each chapter of Principles and Problems,an American senior high school physics textbook.In summary,it is found that students are weak in scientific logic and scientific viewpoint.At present,science and technology writing tasks are rarely used in teaching and textbooks in China.Recommendation :(1)Physics education should attach importance to the task of scientific writing and increase scientific writing into teaching or teaching materials.(2)Science and Technology Writing Design Should be Diversified,Increase a Variety of Presentation,Facing More Different Readers.(3)Excavation of Scientific Writing Task of Material Design in Chinese Textbooks.