| 教科书作为课程的主要的构成部门，其改造最直接地表现了列国最早进的教导实际。物理试验是物理学树立的基本，对于先生的迷信素养的构成发生症结感化，是物理教科书的主要构成部门。在高中物理教科书中，中韩两国配合？阶段的物理教科书更加凸显对国民根本迷信素养常识与技巧、才能和品格的请求。是以本文经由过程比拟中韩高中配合？阶段最新版本的物理教科书试验部门，发明两国各自优势，以便我国扬长避短。本文彩用文献研究、比拟法对中韩国高中物理课程改造的汗青沿革，中韩两国高中物理课程尺度的内容等，中韩两国高中物理教科书研发配景停止论述。依据夏基松的教科书表层构造和深层构造分类，表层构造是深层构造付与教材的表示情势，如各功效模块文字说话和图表等，是以本文将高中物理教科书试验部门表层构造分红了试验数目散布、试验系统构造、试验器材选择、试验插图说话四个部门停止比拟。深层构造是常识技巧和品德情绪要素组成的系统。教科书深层构造是经由过程常识内容的选择和组织来表现深层的常识技巧、进程办法、情绪立场要素系统的。是以本文将物理教科书试验部门的深层构造分红了迷信常识、迷信办法和迷信情绪三个部门停止了比拟，并运用定性研究和定量研究相联合的办法，分离停止数目剖析和文天职析比拟，得出以下结论与启发：(1)从试验数目散布上，两国均非常看重力学试验，对于较难的原子学部门均放在高三年级。分歧的是？部门中国教科书中试验数目远弘远于韩国，对于先生基本物理学力请求更高。(2)从试验系统构造上，两国均采用了多种试验措施，演示试验、验证明验、研讨试验、课外试验等。然则分歧的是我国研讨性试验固然小于韩国研讨性试验所占比重，在研讨性上却优于韩国，韩语论文，可以或许做到先生自立停止试验设计，而不是照本宣科。(3)从试验器材选择上，两国均认识到试验器材生涯化的主要性，然则分歧的是两个国度贯彻实行的情形分歧，韩国物理教科书中试验器材选择更切近先生的现实生涯。(4)从试验插图说话上，两国试验插图均有妨害试验研讨性的景象，插图显示出试验成果，在说话上两国也都采用比拟切近先生的说话。分歧的是，韩国教科书中试验插图更重视以工资本，插图不是以试验仪器为主体而是以先生为主体展示，而且插图中照片所占比例较高，比中国教科书具有更高的迷信严谨性。(5)从迷信素养造就上，中韩均看重经由过程试验进程造就先生树立物文科学办法和迷信不雅，分歧的是两国教科书因为对试验研讨性开放水平分歧，对于迷信办法的出现措施和品种也分歧，在试验生涯化、前沿化等方面促使先生发生的迷信不雅也有纤细的异同。依据上述结论，本文对我国物理教科书试验部门的编写提出以下建议：(1)从物理试验上看，两国课程均为学科中间的课程，但在课程资本运用上有所分歧。我国课程资本运用加倍多元，特别是教科书中试验部门表现加倍显著，个中试验资本加倍重视了DISLab资本的运用。研究性试验即课题研究也比韩国加倍重视综合性。两国均重视试验在教授教养上的主要感化和试验教授教养对于先生试验才能的造就。对于先生试验才能中最主要的试验设计才能，两国均以增长研讨性试验比重的措施来凸起试验设计才能造就，与韩国比拟我国也还有改良方面。在坚持我国物理研讨性试验开放度高的基本上，深刻发掘更多的研讨性试验内容，以增进先生的进修兴致，造就先生的试验技巧。(2)从教科书编写上看，两国均采用了螺旋上升式教材编写措施，但在中韩两国高中？阶段物理教科书试验部门编写上有所分歧。特别是在课程内容组织编排上，我国还有所改良方面。在我国物理教科书原本的归纳办法的试验内容组织基本上，增长从特别到普通的归结办法的试验内容组织支配，丰硕我国物理教科书试验部门迷信办法运用的案例。(3)从迷信素养上看，中韩两国均重视试验对于先生迷信素养的造就。然则韩国教科书比中国教科书加倍生涯化，韩国教科书试验部门不管是从试验器材、说话照样插图都加倍切近先生。是以增长我国物理教科书试验器材与现实生涯接洽的比重，说话加倍切近先生，加年夜我国物理教科书试验插图的投入，增长更具迷信严谨性的照片而非漫画，物理是严谨的迷信，韩语论文范文，不该为了看重造就先生对物理学的兴致，过量地采取漫画等不迷信严谨的试验插图。 Abstract: Textbooks as the main component of the curriculum, the transformation of the most direct way to show the most early into the teaching practice. Physics experiment is the basic of physics, and it is the main component of physics textbook, which is the key part of the scientific literacy of students. In high school physics textbooks, China and South Korea cooperation? The physics textbook of the stage highlights the request of knowledge and skill, ability and character of the national basic science and literacy. In this paper, through the process of comparison between China and South Korea high school? The physical textbook test department of the latest version of the present stage, the advantages of the two countries, so that China's weaknesses. The literature research, comparative method of South Korea high school physics curriculum reform of history evolution, China and South Korea high school physics curriculum standard of content, high school physics textbook development with a view, China and South Korea in this paper. According to Xia Jisong of textbook of surface structure and deep structure classification, the surface structure is the deep structure entrusts with the teaching materials of the said situation, such as each function module text speak and chart is in the choice of spreading physics textbooks for senior high school students test department of surface structure bonus amount of testing, test system structure, testing equipment, testing illustrations speak four departments to carry on the comparison. Deep structure is a system composed of common sense skills and moral emotion elements. Textbook deep structure is the selection and organization of knowledge content through the process of the deep knowledge and skills, process approach, emotional position elements of the system. Is in this paper will test department physical textbooks of deep structure of share out bonus scientific knowledge, scientific methods and superstitious emotional three authorities stopped the match, and application of qualitative research and quantitative research phase combination approach and separate stop number analysis and Wentian job analysis compare and draw the following conclusions and inspiration: (1) from the test number distribution, the two countries are very valued mechanical test, a difficult atomic science departments are in grade three. The difference is? A number of experiments in the textbook Chinese department is far bigger than South Korea, about the basic physics of higher request to mr.. (2) from the experimental system, the two countries have adopted a variety of test methods, demonstration test, verify the test, to explore the test, extra-curricular test, etc.. However differences is in China to explore test although less than South Korea to test the proportion, in the discussion of but better than South Korea can probably do Mr. self stop test design, not scripted. (3) from the test equipment selection, the two countries are aware of the career of test equipment of the main, however differences is two countries implement the differences and test equipment in South Korea physics textbook selection more closest Mr.'s real life. (4) from the experiment illustrated talk on, the two tests have illustrated nuisance test on the scene, illustrations show the test results, in both the talk of Mr. closest analogy. Differences is that experimental illustrations in Korean textbooks pay more attention to the industry capital, the illustrations are not to test instrument as the main body but to Mr. as the main show, and illustrations photos accounted for a higher proportion, than the Chinese textbook has higher scientific rigor. (5) from the scientific literacy training on, China and South Korea are valued through the experiment process makes Mr. establish indecent material science and superstition, the differences are textbooks of the two countries because of test of open level differences, a superstitious way to appear methods and varieties also differences, promote superstition, in the test of life, and other aspects of cutting-edge indecent is a slim difference. Based on the above conclusions, this paper on China's physics textbooks testing department prepared to put forward following suggestions: (1) from the point of view of the physics experiment. The two courses are inter discipline curriculum, but in the course of capital application differs somewhat. The application of curriculum capital in our country is more and more diversified, especially in the textbook, the performance of the test department is more remarkable, and the test capital in China has paid more attention to the application of DISLab capital. The research of the topic is also more emphasis on the topic of research than South korea. Both countries attach great importance to the experimental teaching and the main effect of the teaching on the cultivation of students' ability to experiment. About Mr. test in order to design the most important test design, the two countries are to increase the proportion of experimental test method to improve the design of the test can be created, compared with South Korea, China also has improved aspects. In adhering to the high degree of openness of physical exploration in our country, we deeply explore more and more research content, so as to enhance the interest of mr.. (2) from the perspective of textbook compilation, the two countries have adopted the method of spiral rising textbook compilation, but in the high school of China and South Korea. At the stage of the compilation of the textbooks of the physics textbook. Especially in the curriculum content organization arrangement, our country also has the improvement aspect. On the basis of China's physics textbooks original induction way to test content organization, an increase of dominant way of resolution from the particular to the general content of the test organization, rich scientific method and applied to the China's physics textbooks testing department case. (3) from the scientific literacy, China and South Korea both pay attention to the test of the scientific literacy of students. But South Korean textbooks more career oriented than Chinese textbooks, the South Korean textbook test sector, whether it is from the 目录: |
