中美澳高中物理教科书实验设置比较研究

发布时间：2018-07-03 16:03

本文选题：高中物理教科书 + 物理实验　；参考：《西南大学》2016年硕士论文

【摘要】：物理实验是物理学的基础,也是物理教学的基础,对学生科学素养的培养起到关键的作用。通过对高中物理教科书中的实验部分开展国际比较,对改进我国高中物理教科书中实验部分的编写,促进学生全面发展等皆有实际意义。本文从实验的选择、实验的编写体例和实验的呈现方式三个维度对中美澳三套高中物理教科书中的实验进行了定量统计以及定性分析。其中,在实验的选择维度,统计了不同板块和不同类型的实验的数量并进行了定性分析;在实验的编写体例维度,定性分析了教科书中设置的实验栏目并针对实验结构中的四个环节分别进行统计和分析;在实验的呈现方式维度,分类统计了实验插图的数量并定性分析了实验中的语言表达。本研究得到的结论如下:(1)实验数量从多到少排序依次是中国、美国、澳大利亚教科书。中国和美国教科书的实验主要分布在“电磁学”“力学”板块,澳大利亚教科书的实验主要分布在“电磁学”“近代物理学”板块。在近代物理学板块,澳大利亚和美国教科书均设置了较大比例的实验,这和教科书中设置的近代物理学的知识点广度大有关。(2)中美教科书更注重通过实验引入、探索物理规律,使学生明确概念、定律建立的依据和方法。澳大利亚教科书更注重通过实验验证理论,加深学生对物理规律的感性认识。在应用性实验方面,美国和澳大利亚教科书更注重训练学生运用所学规律对物理量进行测量,中国教科书更注重引导学生运用所学知识解决问题。中美澳三套教科书中的实验都以直接实验为主,相对而言,美国和澳大利亚教科书设置了较大比例的模拟实验,更重视通过模拟实验训练学生的建模能力。(3)中美澳三套教科书都设置了专门的栏目来进行实验,其中,中国教科书的实验栏目种类更多,功能定位更细致,且有部分选作实验,有一定机动性、弹性。美国和澳大利亚的教科书中的实验一般都有完整的实验过程,而中国教科书中的实验大部分针对个别探究要素,完整的探究活动较少,不同的实验侧重不同的能力。(4)在实验结构方面,从“实验主题”的设置上看,中美澳三套教科书都呈现了实验的主题信息,实验的引入略有差异。从“实验方案”的设置上看,中美澳三套教科书都倾向于直接提供实验方案,相比而言,美国教科书中实验方案的开放程度最大,学生的自主性更大;中国教科书中实验方案的开放程度最低。从“实验结论”环节的设置上看,中国教科书中缺少这一环节的实验比例最大,美国教科书中的实验都有“实验结论”环节。此外,美国和澳大利亚教科书中的实验均未直接给出实验结论,倾向于引导学生得到实验结论,教科书的指导性强;中国教科书中的实验倾向于直接给出实验结论,其中部分实验也展示了分析思路,且中国教科书中需要学生自主确定分析思路的实验比例最大。从“拓展性问题”的设置上看,中国教科书中的实验一般落脚在实验结论上,美国和澳大利亚教科书更注重引导学生进行进一步的探索或思考在生活中的应用。从“实验评估”的设置上看,澳大利亚和美国教科书更重视引导学生对实验进行评估,相比而言,美国教科书更注重引导学生进行定量分析。此外,中国和美国的教科书都有专门的章节来介绍“误差”相关知识。(5)中美澳三套教科书都注重以图文结合的方式来呈现实验。中国教科书主要借助示意图模拟实验原理、实验装置、实验操作情景并展示实验结果;美国教科书主要借助实物图呈现实验操作和实验装置;澳大利亚教科书主要借助彩色的示意图模拟实验原理和实验装置,很少展示实验的操作情况,具体的操作用文字呈现。(6)中美澳三套教科书对实验操作等的指导都比较到位。美国和澳大利亚的教科书注重设问激发学生思考,且很重视实验中的安全问题;中国教科书中有文字完善学生对科学探究本质的认识。
[Abstract]:Physical experiment is the basis of physics and the basis of physics teaching. It plays a key role in the cultivation of students' scientific literacy. It is of practical significance to improve the compilation of experimental parts in high school physics textbooks and promote the all-round development of students in high school physics textbooks. The selection of the experiment, the writing style of the experiment and the presentation of the experiment were carried out in the quantitative and qualitative analysis of the experiments in the three sets of high school physics textbooks in China and Australia. In the selection dimension of the experiment, the number of different plates and different types of experiments were counted and the qualitative analysis was carried out, and the writing style of the experiment was made. Dimensionality, the qualitative analysis of the experimental column set in the textbook and the analysis of the four links in the experimental structure; the number of experimental illustrations and qualitative analysis of the language expression in the experimental presentation dimension. The conclusions of this study are as follows: (1) the number of experiments is from many to less. The experiments of Chinese and American textbooks are mainly distributed in the "electromagnetics" and "Mechanics" plates, and the experiments in Australian textbooks are mainly distributed in the "electromagnetics" and "modern physics". In the modern physics plate, a large proportion of Leah and American textbooks have been set up in the modern physics plate. This is related to the wide range of knowledge points in modern physics set in the textbook. (2) Chinese and American textbooks pay more attention to the introduction of experiments, explore the laws of physics, make students clear concepts and establish the basis and method of law. In sex experiments, American and Australian textbooks pay more attention to training students to measure the physical quantity by using the rules of learning. Chinese textbooks pay more attention to guiding students to use their knowledge to solve the problem. The experiments of the three textbooks in China and Australia are based on direct experiments, and the textbooks in the United States and Australia have been set up relatively large compared to those in the United States and Australia. The simulation experiment is more important to train the students' modeling ability through simulation experiments. (3) the three sets of textbooks in China and Australia have set up special columns to carry out the experiment. Among them, there are more kinds of experimental columns in Chinese textbooks, more detailed functional orientation, and some experiments are selected, with certain flexibility and flexibility. The experiment in the book generally has a complete experiment process, and most of the experiments in Chinese textbooks aim at the individual inquiry elements, the complete inquiry activity is less, the different experiments focus on different abilities. (4) in the aspect of the experimental structure, from the "experimental subject", the three sets of textbooks in China and the United States have presented the subject information of the experiment. There is a slight difference in the introduction of the experiment. From the setting of the "experimental plan", the three textbooks in both China and the United States and Australia tend to provide the experimental scheme directly. In comparison, the experimental scheme in the American textbooks is the most open and the students are more autonomous; the opening degree of the experimental cases in the Chinese textbooks is the lowest. In addition, the experiments in American and Australian textbooks have not given the experimental conclusions directly, and they tend to guide the students to get the experimental conclusion, the textbook is strong, and the Chinese textbooks are real. The experiment tends to give the experimental conclusions directly. Some of the experiments also show the idea of the analysis, and the proportion of the experiment in Chinese textbooks is the largest. From the "expansion problem", the experiment in Chinese textbooks is generally laid down on the experimental conclusions, and the American and Australian textbooks are more focused on the introduction of the experiment. Guide students to further explore or think about their application in life. From the setting of "experimental assessment", Australian and American textbooks pay more attention to guiding students to assess the experiment. In comparison, American textbooks are more focused on guiding students to carry out quantitative analysis. In addition, textbooks in China and the United States have special chapters. To introduce the "error" related knowledge. (5) the three textbooks in both China and the United States pay attention to the experiment in the way of combining graphics and text. Chinese textbooks mainly use the schematic diagram to simulate experimental principles, experimental devices, experimental operation scenarios and display experimental results. Sub textbooks mainly use color schematic to simulate experimental principles and experimental devices, rarely show the operation of the experiment, and the specific operation is presented in text. (6) the guidance of the three textbooks on the experimental operation is in place. Security problems; in Chinese textbooks, there are words to improve students' understanding of the nature of scientific inquiry.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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