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我国自实施新一轮基础教育课程改革以来,采用统一《物理课程标准》的不同版本教材在全国不同地区进行实验.由于《物理课程标准》中没有对教材中习题的配置提出原则性的指导意见,即没有标准,因此每种教材习题配置的类型、测试目标、数量均不同.反映了不同教材的编写者对《物理课程标准》理解的不同,给教材的使用者,即教师与学生带来不同的理解.笔者曾对新的九年义务教育物理教科书(沪科版)中习题的配置是否适当在课改实验区安徽省芜湖市进行了调查,(样本数49)仅有51%的中学教师认为是
Since the implementation of the new round of basic education curriculum reform in our country, we have adopted different versions of the unified “Physical Curriculum Standards” for teaching in different parts of the country. Since there is no guiding principle in the “Physical Curriculum Standards” , That is, there is no standard, so each type of textbook exercises configuration types, test objectives, the number of different. Reflects the different textbook compilers on the “physical curriculum standards,” the different understanding of teaching materials to users, that is, teachers and students bring Different comprehension.I have the appropriate configuration of the exercises in the new nine-year compulsory education physics textbook (Shanghai science and technology version of the textbook) is appropriate in Wuhu City, Anhui Province, the curriculum reform pilot area survey (sample number 49) only 51% of secondary schools Teachers think so