| Under the trend of educational globalization,the reform of mathematics education is becoming more and more international.In view of the comparison of mathematics textbooks at home and abroad mostly focuses on text content analysis and the exploration of the depth and difficulty of subject knowledge,this study mainly solves two objectives: first,to explore the formation of a high school mathematics textbook evaluation index system suitable for cognitive efficiency;Second,according to the first step evaluation index,the quality of mathematics textbooks in high school of China,the United States and the United Kingdom in the field of cognitive efficiency was compared.Qualitative research and quantitative research are combined to explore the empirical research method of textbook quality evaluation.Research process: As a first step,by learning theory of constructivism education,progressive education thoughts,such as education teaching theory,and combing Chinese and English,reference international and domestic representative,more authoritative textbook evaluation theory model,based on the theory model of formation evaluation index model,according to the theory model and reference for the national textbook evaluation index,initially built a textbook evaluation index structure,on the basis of mathematics education research,study the opinions of the experts to obtain the initial index weight,and application of analytic hierarchy process(ahp)software expert data after obtaining the index weight,and decompose indicators form questionnaire,In a line at the grass-roots level middle school mathematics teachers,mathematics education expert group to carry out the questionnaire,such as getting on the targets of the questionnaire survey data,through the factor analysis finally to form a concise and easy to operation efficiency of the point of view in the textbook evaluation practice of textbook quality evaluation index system,the development of textbook evaluation index system includes 7 first-level indicators,35 secondary indexes.The seven first-level indicators are: learning objectives,student foundation,learning motivation,knowledge structure,inquiry and reflection,learning evaluation,and learning environment.In the second step,based on the constructed evaluation criteria,five mathematics teaching experts and mathematics education research experts are invited to evaluate and score the mathematics sample textbooks of high schools in China,the United States and the United Kingdom,and then the evaluation data is processed by the fuzzy comprehensive evaluation model tool to obtain the comparative evaluation results of textbooks of the three countries.The third step is to verify the conclusion through a teaching experiment.The construction of evaluation index follows the following principles: the construction of evaluation index should rely on diversified educational theory;From the perspective of cognitive efficiency,it is more fair to consider the construction of transnational textbook evaluation standards.Taking non-intelligence factor as an important factor in the evaluation index of textbook;To construct more inclusive evaluation standard of textbook quality;Qualitative analysis and quantitative research are combined to construct the evaluation standard of textbooks.Mathematical culture and history are integrated into the quality evaluation of textbooks;Efforts to reflect the spirit of innovation training,education equity and other views.Formulated on the basis of this study textbook evaluation index system,was invited to mathematics education expert group of,the United States and Britain in the high school mathematics textbook evaluation conclusion: American textbook quality is better,the Chinese textbooks,the poor quality of the textbook,the Chinese,American,English textbooks in the seven indicators and secondary indicators have better performance.The coverage of written knowledge in Chinese textbooks is no larger than that in American textbooks.It is one of the characteristics of American textbooks that mathematical knowledge is integrated into a wide field of vision and multi-level problem chain.American textbooks tend to train students to serve the purpose of future life.The differences of mathematics textbooks in different cultural backgrounds have little effect on the efficiency of mathematics cognition.The classification of high school mathematics textbooks in Britain may have an impact on the cognitive efficiency of mathematics.The excellent elements in the traditional design pattern of Chinese textbooks are worth preserving.The evaluation results show that the problem solving from the perspective of cognitive efficiency is the core attraction of high quality textbooks to efficient learning,and the open problem solving is emphasized.High-quality textbooks attach importance to cooperative learning,situational teaching,mathematical application,mathematical communication,and non-intellectual factors.The learner’s understanding of mathematics is the main goal of high quality textbooks.High quality textbooks attach importance to the integration of mathematics curriculum;The construction of structured knowledge map is a common feature of high quality textbooks.The integration of mathematics curriculum is the general trend of the development of high quality textbooks.the British textbooks are written in modules.In this study,the samples of the British textbooks are pure mathematics(core mathematics)textbooks.Therefore,the performance of the applied indicators will inevitably affect its quality.We should fully understand and dialectically use relevant educational theories to construct evaluation indexes.Selective absorption of western textbook design elements.The factors affecting the quality of textbooks are complex.The evaluation of textbook use efficiency is difficult to cover all the factors of textbook quality.This study only explores the construction of evaluation indexes that can reflect the quality of high school mathematics textbooks in a certain extent and the comparison of textbooks. |
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