Comparison And Research On The New And Old Senior High School Physics Textbooks Published By People’s Education Press

The Ministry of Education released the structure of the core literacy system in 2016 and promulgated the General High School Physics Curriculum Standards(2017 Edition)in January 2018.In Guizhou Province,the comprehensive reform of the college entrance examination will be implemented starting from the first year of senior high school in the fall of 2021,and the "3+1+2" model of the new college entrance examination will be implemented,using the new curriculum materials prepared according to the requirements of the 2017 edition of the curriculum.The research of the old and new versions of the R.E.C.E.high school physics textbooks and the comparative analysis of the two versions will help physics teachers to grasp the relevant spirit more effectively,improve their professional quality,and deepen their understanding of educational theory,which is conducive to optimizing teaching quality,implementing scientific teaching,and improving students’ scientific literacy.Taking the content of the corresponding parts of the high school physics textbook "Compulsory 3" published in 2019 and the high school physics textbook "Elective 3-1" published in 2010,the research methods of literature method,comparative method,questionnaire survey method and interview method were adopted,and the research was conducted mainly from four perspectives: the standard,the structure of the textbook,the embodiment of core literacy,and the teachers’ perception of the textbook.Firstly,we carefully studied the 2003 version of the standards and the 2017 version of the standards,comparing the differences between the two versions of the standards in terms of the table of contents,nature of the curriculum,philosophy,objectives and structure,as well as analyzing the specific changes in the content standards in the sections of electric field,electric circuit and magnetic field.Secondly,we compare the table of contents,knowledge point selection,columns,diagrams,examples,side comments and experiments of the new and old versions of the textbook in turn,and obtain the following main conclusions:(1)the new version of the textbook has more chapters and a clearer structural hierarchy;(2)the new version of the textbook has a more logical and systematic arrangement of knowledge points;(3)the new version of the textbook has a more diversified design of column types and a richer overall design;(4)the new version of the textbook has more example problems(5)The new version of the textbook is enriched with illustrations and tables,which enriches the content of the textbook.(6)The new version of the textbook has increased the setting of supplementary descriptions and introduction to physical methods;(7)The new version of the textbook attaches importance to the cultivation of students’ investigative skills from the experiments.After that,we analyzed the core literacy of physics in electric field and electric circuit in the two textbooks.The frequency of the new textbook is 213 times higher than that of the old textbook,and the frequency of the new textbook is277 times higher than that of the old textbook,an increase of 30%.The frequency of "scientific thinking" increased by 43.24%,the frequency of "scientific inquiry" increased by 27.27%,and the frequency of "scientific attitude and responsibility" increased by 142.76%.Based on the above comparative analysis,we conducted questionnaires and interviews with front-line high school physics teachers in Guizhou Province,and found that the new version of the textbook scored more than 90 points in the dimensions of experimental settings and connection with life,and the average score of the comprehensive dimensions was 88.01.The front-line high school physics teachers agreed highly with the new version of the textbook.In the interviews,94% of the teachers thought that the new textbook was more in line with the cognitive development of students and the requirements of the times;however,27% of the teachers thought that the shortcoming of the new textbook was that the knowledge of the last chapter involving "Preliminary electromagnetic waves and quantum science" was too superficial and suggested that it should be studied later.Combining the two versions of the standards,textbook settings,core literacy embodiment and the results of questionnaires and interviews,relevant suggestions are made for teachers’ teaching and textbook optimization.Teachers should make full use of the textbook sections and understand the changes in the standards to implement the development of students’ core literacy in physics.It is necessary to further optimize some of the textbook settings and to allocate a large number of online resources so as to better cultivate students’ core literacy in physics,promote their overall development and implement the fundamental task of establishing moral education.