| According to the Full-time compulsory education Mathematics curriculum standards (trial version)’s One Guide-Multiple textbook guiding ideology, many regions have launched a number of different versions of the experimental textbooks. These different versions of the textbooks have their own characteristics. And this gives a wide range of thinking to the majority of mathematics educators. The main purpose of this paper is to summarize the use of textbooks, consolidate the strengths of the textbook and improve the inadequacies, and to help the teachers and researchers to implement and execute the Mathematics teaching content of the outline better. And the teachers can have a better understanding of the situation of the textbook.The article includes the following five parts:introduction, analysis of the textbook characteristics, analysis of the textbook content, the actual teaching effectiveness and summarize. The article uses literature analysis and comparative to make a comparison between the two versions. The first part is the overview of the existing comparison theory of the textbook. And it points out the purpose and significance of this study. The second part uses several aspects to analysis the characteristics of the two versions and points out the similarity of the ideas and methods about compilation of the two versions. And it also points out the difference in details. The third part is the most important part of this article. It makes a careful analysis and comparison in chapters, columns, intellectual capacity and teaching philosophy of the two versions. The fourth part makes an analysis and comparison about teaching effectiveness and suitability of the two versions by actual classroom teaching. Finally, it emphasized no matter which version there is no absolute advantage. This requires teachers to use their own advantages in teaching process to learn the effective reference from some chapters of the textbook, so that teachers can make their own teaching more scientific. |
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