Textbooks And Courses In The Field Of "Graphics And Geometry" In Middle School Mathematics

It has been more than ten years since the introduction of the standard of mathematics curriculum in elementary and middle schools in Shanghai in 2004.During the trial period,there has been a lot of controversy,especially in the field of "graphics and geometry".Although the course of geometry has been reformed,but it has not reduced the task of geometry and difficulty,the teacher has encountered many problems and challenges in geometry.Students feel that the geometry problem is boring,abstract and difficult to understand,and gradually lose interest in mathematics,and the psychology of aversion to mathematics can not complete the requirements of the curriculum standards.It is therefore an urgent problem to reform that textbook and geometry of mathematics in middle school.According to the national mathematics curriculum standard,Shanghai primary and middle school mathematics curriculum standard in the requirement of geometrical knowledge,Van Hiele theory as well as the predecessors' research,this research constructs teaching material analysis framework and the reliability test.According to the analysis framework of the teaching material,this research uses the content analysis of geometric part of the teaching material content to make quantitative and qualitative analysis for the sake of examining whether the teaching material arrangement is in line with the Van Hiele thinking level of development.Through research findings:1.The content of "graphics and geometry" plays a very important role in the mathematics textbooks of Shanghai education edition.The mathematics textbooks of Shanghai education edition also pay particular attention to the development of students' logical reasoning ability.2.Shanghai textbooks teaching materials were arranged in the form of spiral type.The content of the "graphics and geometric" plates scattered in the book according to the difficulty level of the knowledge system.This is consistent with the development of Van Hiele 's geometric thinking.However,the structure of such teaching materials leads to the fragmentation and fragmentation of middle school mathematics teaching materials,which does not help the systematic learning of geometry.3.The mathematics textbooks of Shanghai education edition are developed from level 1 to level 4,which is consistent with the Van Hiele theory and can effectively develop the mathematical thinking level of middle school students.However,the sequence of the contents of each chapter should be considered in the context of the actual teaching and the students' understanding.4.The teaching materials of middle school in Shanghai are based on level 2: analysis is mainly based on a small number of level 3: informal deduction.Compared with the textbook of junior middle school,the proportion of analysis in the textbook of high school is decreased,level 3: informal deduction and level 4: formal deduction takes up more weight.5.The level of geometric thinking reflected in the content of the textbook is involved in both examples and exercises,and each example has corresponding problem sets in the same geometric thinking level.However,from the problems of examples and problem sets,it appears to be a single one,only two types of questions and proofs.Finally,based on the conclusions of the study,the author puts forward Suggestions and Suggestions on the compilation of textbooks,so as to provide a basis for the effective development of the middle school geometry teaching in Shanghai.