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Based on the scientific literacy of high school physics textbook evaluation studies

Author: Tian
Tutor: WangJiaoGuo
School: Shaanxi Normal University
Course: Curriculum and Pedagogy
Keywords: High school physics Textbook Scientific literacy Evaluation
CLC: G633.7
Type: Master's thesis
Year: 2011
Downloads: 166
Quote: 0
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Improve students' scientific literacy \Various versions of high school physics textbook writing and design, but also to achieve the goal to make the appropriate reforms. However, each version of the high school physics textbooks embodiment and implementation of scientific literacy? Only through its scientific evaluation to be able to accurately understand and grasp. Currently existing textbook evaluation, confined to a general evaluation of the knowledge content, architecture, layout, neither subject characteristics, pointless, especially with high school physics textbook evaluation rare. Therefore, the evaluation of the high school physics textbooks based on scientific literacy, not only for the preparation of high school physics textbook and designers to provide a reference, you can also make up for textbook evaluation studies blank. , But also for schools, teachers and relevant departments to identify and select high school physics textbook to help. In this paper, a high school physics textbook evaluation studies, based on the scientific literacy of the main tasks include the following aspects: (1) through a literature review of domestic and foreign scientific literacy and textbook evaluation theory and results analyzed and summarized. Based on existing domestic and international research, and the new curriculum standards for high school physics, combined with the characteristics of high school physics textbook, the establishment of a high school physics textbook evaluation index system based on scientific literacy. The evaluation index system is divided into the textbook teaching objectives, content system evaluation, and analysis of textbook teaching evaluation. Based on the the textbook teaching analysis and evaluation indicators, the preparation of the teachers' questionnaire, conducted a survey on the use of PEP and the Shanghai Branch of the version of the physics teacher. 4. Establish evaluation index system and teachers questionnaire results, evaluation and comparison of scientific literacy in the embodiment and the implementation of the PEP and the Shanghai Branch version of high school physics textbooks. Evaluation of the PEP and the Shanghai Branch of the version of high school physics textbooks and comparative study, the main conclusions are as follows: 1. PEP with the Shanghai Branch of the version of the teaching objectives involves only one-dimensional target of scientific knowledge, can not reflect the scientific process and methods and scientific attitudes and values ??of the two-dimensional target. In addition, the PEP, the teaching objectives and title in the presentation and design are not Shanghai Branch lively. PEP behind the individual chapters related reading materials, and the history of physics, there were few options. And after-school did not set the hands-on part. Shanghai Branch version is not available to students to express exchange column in the classroom. In addition, the Shanghai Branch of the version selected class standard requires the basic knowledge and experiment omissions. 3 PEP Shanghai Branch version before the start of the new courses are not designed some of the problems to help teachers confirm students' existing knowledge and experience of the old. In addition, the Shanghai Branch of the Version too much emphasis on the particular to the general teaching design ideas, so that some of the content in textbooks before and after on the order, does not meet the students' cognitive law. 4 compared to the PEP and the Shanghai Branch of the version of the content is not so rich and vivid, making the use of PEP most of the teachers, the auxiliary teaching methods in the teaching process. Shanghai Branch version of most of the teachers not familiar with the Shanghai Branch of the textbook edition, rely mainly on network design teaching. Shanghai Branch of the textbook edition also particularly useful to explore the implementation of the teaching, the Shanghai Branch version of most teachers this teaching method. 5 PEP with the Shanghai Branch of the version of the experimental design is not conducive to the implementation of inquiry teaching teachers. In the experimental teaching process, using two versions of most of the teachers have adopted the traditional teaching methods taught experiment. In the classroom teaching, the Shanghai Branch of the version of the teachers are more willing to do a guide, Shanghai Branch version of the textbook is more conducive to the changing role of teachers. 6 two editions of textbooks in the scientific process and methods, attitudes and values ??in these two areas of scientific literacy, has not been properly implemented, the scientific literacy of students in these two areas has not been significantly improved.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Physical
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