Comparative Research On The Structure Of High School Physics Teaching Material Based On ISM

Since the reform of basic education in the 21 st century,high school physics textbooks have developed from "one syllabus and one book" to "one standard and many books",showing the situation of a hundred flowers blooming.With the promulgation of the General High School Physics Curriculum Standards(2017 Edition),six editions of general high school physics textbooks were published in 2019 to meet the requirements of the new curriculum and the new college entrance examination.Although the textbooks of each version are written based on the new curriculum standards,the perspectives and ideas of the writers will be different in order to meet the learning needs of students in different regions,resulting in different choices of knowledge points,logical structures of presentation and language features,etc.of the textbooks.Comparing the knowledge structures of different versions of textbooks can help teachers to grasp the textbooks in an integrated way,so that they can use them rationally and effectively,and can also provide some help for textbook writing and revision.By reviewing the relevant literature,we found that most of the current analyses of new high school physics textbooks are vertical comparisons between old and new textbooks,or two of them are selected for horizontal comparisons.Therefore,I decided to use the Interpretive Structural Model(ISM)method to quantitatively analyze the similarities and differences of the knowledge of Curve Motion and the Law of Gravitation in the six versions of the Compulsory 2 textbooks,and to present the knowledge structure of the textbooks in the form of a hierarchical and directed diagram.The structure of the textbook is presented in the form of a hierarchical diagram,with the aim of providing suggestions for the organization of teaching activities and the development of future physics textbooks.The main contents of this study are as follows.(1)Sorting through the relevant research literature and determining the general steps of the ISM method for making hierarchical directed graphs:(1)extracting the core elements;(2)determining the formation relationships among the elements;(3)finding the reachability matrix;and(4)drawing hierarchical directed graphs.(2)In order to facilitate the analysis,the textbook "Curve motion and the law of gravity" in Physics 2 was divided into "Parabolic motion" and "Circumferential motion and the law of gravity".The ISM method is used to draw a hierarchical directed diagram to show the knowledge structure of these two parts in each version of the textbook.(3)According to the hierarchical directed diagram,we analyzed the core elements,the arrangement of the starting elements,the arrangement of the nodal elements and the formation of the paths between the elements in the context of the textbook.Through the comparison of the hierarchical directed diagram from multiple perspectives,the study found the commonalities and differences in the knowledge structure of the six versions of the textbook:(1)the completeness and extensiveness of the selection of core elements;(2)the basicity and usefulness of the starting elements;(3)the differences in the formation paths of the core elements.Based on the above analysis,the author makes appropriate suggestions for the preparation of teaching materials and their use by teachers:(1)the sequence of teaching content should be arranged in a logical order of knowledge;(2)the education of the history of physics should be emphasized to cultivate students’ scientific literacy;(3)physics teaching should be closely related to the real life and try to start from the phenomena in life;(4)there is no definite way to teach,and teachers should use teaching materials creatively(3)teaching physics should be closely related to real-life situations and start from living phenomena as far as possible;(4)there is no definite method of teaching,teachers should use the teaching materials creatively and arrange teaching activities flexibly.