The structure of teaching materials is mainly the knowledge structure of teaching materials. Generally speaking, this knowledge structure can also be divided into main structure, substructure and microstructure according to different levels. The main structure refers to the arrangement order of self-contained or relatively independent "knowledge groups" (such as power, heat and electricity) in teaching materials. Different arrangements of "knowledge groups" constitute different styles of teaching material systems. Generally speaking, the arrangement of "knowledge group" is divided into the following four situations:

A. knowledge groups are arranged from easy to difficult;

B. Knowledge groups are arranged according to the structure of physics itself;

C. knowledge groups are arranged in the order of students' psychological development;

D. knowledge groups are arranged according to social needs.

For example, the textbook system of junior high school physics 65438-0978 in China is arranged in the order of "force-heat-electricity-magnetism-light". Of course, if the main structure of two junior high school physics textbooks is the same, but the substructures in their knowledge groups are not necessarily the same, then different styles of physics textbooks can still be formed. On the one hand, the actual textbook system reflects the arrangement of knowledge groups or knowledge points within knowledge groups, on the other hand, it reflects the needs of social, political, economic and scientific and technological development when compiling textbooks. For example, the main structure of 1952 junior high school physics textbook is "force-sound-heat-sound-light-electricity-magnetism", which reflects the political atmosphere of studying the Soviet Union at that time, and the textbook structure almost copied the format of the Soviet physics textbook.

Generally speaking, the arrangement of different knowledge groups constitutes the main structure of teaching materials. This arrangement is not arbitrary, but has certain social reasons and is closely related to educational purposes. The arrangement of different knowledge blocks (such as chapters) forms a substructure, and the arrangement of different knowledge points (chapters or specific materials under chapters) forms a microstructure. This section only briefly discusses the main structure.

1. Overview of the main structure of middle school physics textbooks

(1) Overview of the main structure of junior high school physics textbooks.

Since the founding of the People's Education Publishing House, seven sets of junior high school physics textbooks have the following main structures:

Table 2- 19 Statistics of main structure of middle school physics (junior high school) textbooks

serial number

Publication time

title of a book

primary structure

1

1950

Practical physics

Force-heat-sound-light-magnetism-electricity

2

1952

Junior high school physics

Force-sound-heat-sound-light-electricity-magnetism

three

1956

Junior high school physics

Force-sound-heat-force-heat-electricity-magnetism-light

four

196 1 year

Junior high school physics

Force-sound-heat-light-electricity-magnetism

five

1963

Junior high school physics

Force-sound-light-heat-electricity-magnetism

six

1978

Junior high school physics

Force-heat-electricity-magnetism-light

seven

1987

Junior high school physics

Force-light-heat-electricity-magnetism

(2) Overview of the main structure of high school physics textbooks.

The main structure of physics textbooks in senior high schools does not change as frequently as that in junior high schools. After the founding of the People's Republic of China, seven sets of national unified textbooks published by People's Education Publishing House all adopt "mechanics-heat-electricity-optics-atomic physics" as the main structure, forming a certain system, which shows that the physics textbooks for senior high schools in China have formed their own characteristics and reflected the scientific nature and development trend of this structure.

Judging from the main structure of physics textbooks for senior high schools in different periods in China, before the founding of the People's Republic of China, it was mainly "mechanics-heat-acoustics-optics-magnetism-electricity". With the development of physics, it is urgent to enrich new physics knowledge in physics textbooks, so the content of "atomic physics" has naturally increased after the founding of the People's Republic of China. From the main structure of high school physics textbooks before and after the founding of the People's Republic of China, it is found that although the structure has changed, "mechanics-heat" does not just stay in a relative position, but remains in the whole textbook system, showing the inheritance of the main structure of the textbook.

2. Sub-structure of high school physics textbooks

The substructure of seven sets of physics textbooks for senior high schools is as follows:

(1) Mechanical part: Its substructure forms are various, and a definite and relatively stable system has not yet been formed. 1950, 1956, 1963 started with "motion", and gradually turned to the concept of "force" after 1980, which shows that this part of the content is based on the concept of force, and also shows that this trend is that the substructure of mechanical parts has undergone many changes.

(2) Thermal part: This part takes the form of "heat-internal energy, conservation law of energy transformation-nature of object-change of state" as the mainstream.

(3) Electromagnetic part: except for 1950, its substructure is "electricity-steady current-conductivity of matter-magnetism-electromagnetic induction-alternating current-electromagnetic oscillation and electromagnetic wave". Shows a stable structural system. Before the 1940s, most physics textbooks in senior high schools separated electricity from magnetism. With the development of physics itself, the establishment of Maxwell's electromagnetic theory and the unification of electromagnetic interaction, electricity and magnetism belong to the same "knowledge group", and their structures have changed from magnetic-electricity to electric-magnetic-electromagnetic induction.

(4) Optics: Except for version 1979, the substructures of all other versions are "optics-fluctuation of light-particles of light" and have certain stability.

(5) Atomic physics: except for the 1950 version, all the others are "atomic structure-nucleus" with strong stability.

From the above analysis, it can be seen that since the founding of the People's Republic of China, the system of physics textbooks in middle schools has been basically stable, but the junior middle schools have changed obviously, especially after 1986, the junior middle school physics textbooks have the trend of "one syllabus and many books". After careful analysis of this textbook, in fact, the changes of each system are only slightly different, and the content is basically in line with the physics curriculum of nine-year compulsory education. The structure of physics textbooks is basically based on knowledge structure. Such as "force-heat-electricity-light-source"; "light-force-heat-electricity-primitive"; "electricity-force-heat-light-original"; Or start with various physical phenomena and then talk about physical concepts, and then gradually deepen the system. Of course, regarding the arrangement of the teaching material structure, what knowledge to talk about first and what knowledge to talk about later is not the key. It is necessary to prevent changing the system for the sake of changing the system. To determine the textbook system, we should proceed from reality, conscientiously sum up experience, and sum up the textbook system that conforms to the arrangement law of the textbook system, the internal logic of knowledge development and the cognitive law of students. How to determine the system needs further summary.

3. Structural analysis of middle school physics textbooks.

Why is the structure of the textbook so rich? Analyze the reasons, mainly including:

(1) Geography Mathematics: According to Qing Hui Dian, geography mathematics is divided into seven parts: mechanics, hydraulics, acoustics, aerodynamics, fire science, optics and electricity, which has a direct impact on the formation of physics textbook structure in junior high school. Later, the mechanics of physics textbooks included "mechanics, hydraulics and electricity".

It can be seen that the division of style in Qing Hui Dian (force, water, sound, gas, light, electricity, etc.). ) is the reason for the structure of "force-heat-sound-light-magnetism-electricity" in early physics textbooks.

(2) Inheritance: Once the textbook structure is established, it will definitely have an impact on future textbooks. On the one hand, it shows the stability of the teaching material system, on the other hand, it also reflects the inheritance of the teaching material system.

Throughout the textbook system since the founding of the People's Republic of China, from 1952 to 1963, the textbook began to take "force-sound" as the system, which fully explained this point.

(3) Development of physics and science: The structure of physics textbooks is influenced by the development of physics and science. For example, in the17th century, classical mechanics has made great progress, and mechanics has always been the dominant discipline in the17th and18th centuries, so it is natural that the system reflected in textbooks is ranked as the first. In the19th century, the leading discipline of physics has developed to electricity and heat, so electricity and heat have become a very important knowledge group after mechanics. The textbook embodies "force-magnetoelectricity-heat ...". This model is basically used in early junior high school textbooks in China.

In the era of the establishment and development of classical physics, physical science is mainly experimental, which is reflected in the inductive structure of teaching materials. Since the 20th century, physics has changed from experimental to theoretical. The research methods of physics and science have gradually changed from induction to exploration and deduction. As a result, the structure in the textbook has gradually changed from induction to deduction. Most physics textbooks compiled in the 1960s in China belong to this category. It can be said that deductive structure is the embodiment of physics research methods and scientific ideas in the structure of teaching materials.

(4) Curriculum theory: The determination of textbook structure usually has certain theoretical guidance, and curriculum theory is just the basic theory guiding the formation of textbook structure, which has a direct effect on textbook structure. For example, the textbook system of junior high school is arranged by "strength, heat, electricity and light", which is obviously influenced by the knowledge-centered curriculum theory (also known as subject-centered theory and textbook-centered theory). It emphasizes the classification of knowledge, followed by the logic within the discipline. Affected by this, physics is divorced from "nature", and the structure of teaching materials is formed according to the internal relations of knowledge systems such as force, heat and electricity. Therefore, mechanics is the foundation, and it has always been in the front of the textbook.

(5) S-O-R theory: The theory of "stimulus-internal change of organism (intermediate variable)-reflection" in modern psychology reveals that given a stimulus (S), there is a reflection (R) after internal change of organism (O). The teacher explained the textbook and gave the students a stimulus. Students digest the content of the lecture, and then reflect their acceptance of the stimulus by doing homework or answering questions. Influenced by this theory, almost all textbooks adopt the structure of "text (stimulation)-practice (reflection)".

4. Problems existing in current physics textbooks for senior high schools.

2 1 century will be a high-tech era. With the advancement of China's educational modernization, modern teaching methods will be closely related to the development of modern teaching models. However, the existing physics textbooks for senior high schools are difficult to adapt to the development of this modern teaching mode and the demand for talents in the socialist market economy. The main problems are as follows:

(1) The current physics textbooks for senior high schools are still designed according to the curriculum view of subject centralism. Too much emphasis on one's own knowledge structure and logic leads to specialization and scholasticism, while neglecting the acquisition of students' practical knowledge and the cultivation of general skills. The students trained in this way can hardly adapt to the needs of social life. Teaching materials only pay attention to students' further studies, and rarely consider students' employment problems; It only emphasizes the inheritance and induction of knowledge and ignores the cultivation of students' creative thinking.

(2) The current system of "Grade Two, Grade One and Grade Three in Senior High School" makes the liberal arts students in Grade/kloc-0 and Grade Two in ordinary senior high schools use the same textbook, which makes the liberal arts students feel that physics is too difficult, resulting in the idea of attaching importance to literature and neglecting science. In high school, they no longer study physics. So this is not conducive to the integrity of the knowledge structure of liberal arts students. When they get to work, they are at a loss about a lot of new scientific and technological knowledge. Science students feel that the teaching materials are shallow and it is difficult to develop physics.

(3) The current teaching materials pay attention to the logical structure of the subject, ignoring the students' individual psychological structure, social needs and horizontal connection with other subjects, which is not conducive to the cultivation of students' overall view of nature, values and scientific attitude, and is not conducive to their all-round development.