A Comparative Study On The "Number And Algebra" Of New And Old Mathematics In Junior Middle School

In 2011, the compulsory education mathematics curriculum standards (2011 edition) was Issued by the ministry of education.It plays an important role in defining the basic content of mathematics curriculum, in indicating direction for the new reform of mathematics curriculum in Junior high school. Teaching material is the carrier of curriculum, and presents the basic idea of curriculum reform and the design concept directly. Teaching material is the indispensable auxiliary materials and the teaching guidance document. In the tide of compulsory education curriculum reform, the same versions of the teaching materials also become more perfect.There are two sets junior middle school mathematics teaching material published by people’s education press, this paper will arrange comparison and analysis in the following two aspects of "number and algebra" part in the two set teaching materials:the system structure of teaching materials and the specific content; Comparison of the specific content of the materials in accordance with "Chapter 1 Introduction and chapter head comparison chart", "content addition and changes", "specific knowledge of comparative presentation, ""cases, exercises more"" comparative summary of the" five compare, and then point out the similarities and differences between the old and new materials, by way of example, and statistical analysis, the advantages of this material at these two shortcomings are made more clear explanation;The main advantages of the new textbook are:(1)the new textbooks make adjustments on the content sequence:"Real" was moved before the "inequality and inequalities", "a function" was moved to the next grade of the eight volumes, "fractional" was moved to the early grade of eight volumes, "quadratic function "was advanced to the ninth grade book", enhanced links with" a quadratic equation"," inverse function "was moved to the next grade of the ninth volumes. These adjustments on the sequence highlighted the ideas of the New Curriculum.(2) The new textbook revised chapter introduction, highlighting the relevance of the background and the typical and richness of the problems (3)The new textbook make changes in the part of the contents to ensure appropriate content weight, reduced the textbook content of the drop down requirements so it appropriately reflect the "four groups" content.(3) the new textbook hasn’t make a better match between examples and exercise in difficulty.Configuration of examples and exercises can make teachers and student satisfaction, the main problems are:the textbook examples and exercises arrangements are not enough appropriate at the degree of difficulty.The examples are generally more simple, exercises and supporting materials (review reference questions) are more difficult.(4) The new textbooks strengthen Inquiry and are thoughtful, and the new textbooks show more attention to the issue and the discovery, analysis and resolution process, paying more attention to show the ins and outs of knowledge to guide students’ thinking activities, giving students a clue at Observing things (scenario), asking questions, analyzing and solving problems to enhance the student math activities experience, Helping develop the capacity of asking questions, analyzing problem and problem-solving. (5) the new textbook improved the examples and the exercises, focusing on capacity-building, the new textbook exercises are more targeted, effective, innovative, layered, and precise.(5) the new textbooks didn’t prescribe some concepts clearly. (6) The new textbooks revised summary of each chapter, highlighting the "ideological".the new textbook adds major content and its contents were refined and generalized, making summary act as a "dotting" effect.The inadequacies of the new materials are mainly:(1) Textbook catalog is not detailed enough, contents in a textbook play a role of leadership,but the new materials made the directory too simple, and the new materials make the directory too simple having only the first title and the second title, no the third titles. Therefore, the function of the directory is also greatly reduced. (2)Some knowledge of middle and high school is not convergent High school textbooks under the new curriculum standard make higher requirements of students’knowledge and ability,but the difficulty of the textbooks in junior high school has declined, which result the knowledge gap in the convergence between high school and junior middle school,for example, the convergence of factoring, quadratic,Vedic knowledge between high school and junior middle school are more serious. (4)The new textbook stressed spiral, but it is absolutely. Some of the teaching materials presented spiraling absolutely. There are four areas of the content.If they all spiral every year, the content fragment will be caused and it will ignore the systemic and inherent logic of the material, leading to non-smooth of the front and rear knowledge and unnecessary repetition of some content.for example,under the seventh grade the book has studied the square root and cube root concept and has made a conclusion that "negative number has no square root. But, in the eighth grade, the textbook make a considerable length of repetition when it introduce the secondary radical and the interface between math and other subject is a lack.(5) Some definitions is not clear. ①The definition of equation. equation is defined as "the equation is called the equation containing the unknown," but not all the equation containing the unknown is equation.for example " x=x "②" The simplest secondary radical" definition. The concept of the simplest definition of secondary radical need meet the following two requirements:first, the radicand didn’t include denominator. Second, the radicand does not contain a factor which can be open or the formula which can be open, then is (?)7 the simplest secondary radical?(6) Curriculum implementation is too formal. The new curriculum emphasizes self-learning, inquiry-based learning, cooperative learning, but teaching is too formal, there have been around a panel discussion, talking more but discuss less; more mouth, less brains; more surface, less deep. Teaching activities to promote the creation of scenarios, some situational teaching activities in the creation of more far-fetched, is not close to real life. Teaching activities promote the creation of situations, but some situations created by the teacher are more far-fetched, and is not close to real life. Teaching activities require students to make more situation, teachers should talk less, all the knowledge should have their background knowledge, all the conclusions should make students speak out, causing ineffective time be more and effective time be less. Teachers are encouraged to use the absolutely encouraging language, which on one hand waste the precious time, on the other hand, when the students appear particularly good ideas, the teacher can no longer use more appropriate language, the student’s error cannot be corrected using appropriate language.Finally Suggestions was put forward from Textbook compilation and teaching implementation of appropriate. Firstly, textbooks compiling basically has the following three points:Firstly, the directory should be more specific. Secondly, the teaching materials should balance effective connection with high school knowledge, lastly, the teaching materials should deal the relationship between examples and exercises better. There are also two main points about the implementation of the teaching material:firstly, the teacher should pay more attention to the secondary development teaching materials.secondly, the teacher should use version teaching material, making them complement with each other.