中美物理教材力学结构的定量比较研究

发布时间：2018-05-21 01:24

本文选题：高中物理教材 + 解释结构模型　；参考：《南京师范大学》2017年硕士论文

【摘要】：教材在课程改革和教学实践中具有十分重要的地位,通过教材对比既可以促进教材编写者了解各国的教育理念与教育思想,继承与发展优良的教材编写风格;也可以帮助学生和教师梳理教材的结构体系,合理有效的利用教材,提高教育教学质量。为了量化教材结构的研究,本文引入应用于分析教材结构的解释结构模型(简称ISM),以中美两国高中物理主流教材《物理》(简称人教版)与《Physics Principles and Problems》(简称3P)教材为例展开研究:提取关键要素、形成要素间关系、求可达矩阵、绘制层级有向图。根据最终形成的层级有向图,从关键要素的选择、起始要素的安排、结点要素的安排以及要素间形成关系四个角度对两种教材的同一内容进行比较,展现各教材的特色,挖掘各教材的优点与不足。本文通过对教材结构多层次的比较研究,分析归纳出关于两国教材编写的异同点,主要有:1、基础知识具有一致性;2、陈述方式多样化;3、展开路径具有差异性。比较两国教材结构的差异,旨在为我国教材编写者和一线物理教师提供参考和依据,为教材改革和利用提出一些研究建议,即视角多元化、结构多样化、概念呈现阶段性。
[Abstract]:Teaching materials play a very important role in curriculum reform and teaching practice. The comparison of textbooks can not only promote the compilers to understand the educational ideas and ideas of various countries, but also inherit and develop the excellent compiling style of textbooks. It can also help students and teachers to sort out the structural system of teaching materials, make use of teaching materials reasonably and effectively, and improve the quality of education and teaching. In order to quantify the structure of teaching materials, This paper introduces the explanatory structure model (ISMU) which is applied to analyze the structure of teaching materials. Taking the main teaching materials of senior high school physics in China and the United States for example, "Physics" and "Physics Principles and Problems" (referred to as "3P" for short) as examples, the key elements are extracted. The relation between elements is formed, the reachability matrix is obtained, and the hierarchical digraph is drawn. According to the hierarchy digraph of the final formation, this paper compares the same content of the two textbooks from four angles: the selection of the key elements, the arrangement of the starting elements, the arrangement of the node elements and the forming relationship between the elements, so as to show the characteristics of the teaching materials. Excavate the advantages and disadvantages of each teaching material. Through the comparative study of the structure of the teaching materials, this paper analyzes and sums up the similarities and differences between the two countries in the compilation of textbooks. The main differences are as follows: 1: 1, the basic knowledge is consistent, the way of statement is diversified, and the path of development is different. The purpose of this paper is to provide reference and basis for textbook compilers and first-line physics teachers in our country, and to put forward some research suggestions for the reform and utilization of teaching materials, that is, diversified perspectives, diversified structure and phased concepts.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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