A Comparative Study Of The Difficulty Of The Exercises In The Field Of “Graphics And Geometry” In Elementary School Mathematics Textbooks

The mathematics problem is an important part of mathematics textbooks.It is related to the students' learning.Students can't do without the application of several mathematics problems in the classroom and in the exercises after class.A reasonable amount of difficulty in learning problems helps students to consolidate their learning content and enhance their educational and teaching effectiveness.The difficulty of mathematics problems largely determines the depth of mathematics courses.In the process of answering a number of questions,students can exercise their thinking and abilities,and cultivate good habits and application abilities that they are willing to explore,diligent in their brains.In a word,the quality of the exercises is directly related to the quality of the textbooks,the learning effect of the students,and the teaching effect of the teachers.This study selected the primary school mathematics textbooks published in the first and second grades published by the Children's Publishing House,and the third,fourth,and fifth grade elementary school mathematics textbooks published by the Shanghai Education Publishing House(collectively referred to as “Shanghai Education Edition”)and the full set of books published by Jiangsu Phoenix Education Press.The primary school mathematics textbook("Su Jiao edition")is based on Bao Jiansheng's comprehensive difficulty model of mathematics problems.Based on the comprehensive difficulty model of the exercises,it analyzes the distribution of difficulty problems in the textbooks "graphics and geometry" in the two editions of the textbook,and analyzes the two The differences in the difficulty of the textbook versions of the textbooks,and thus put forward corresponding thinking and suggestions on textbook improvement and teacher teaching.Through the questionnaire survey of the majority of primary school mathematics teachers,we understand the primary school mathematics teachers' feelings and understanding of the textbook “graphics and geometry” field exercises,and put forward thinking on the compilation of exercises in mathematics textbooks,and then put forward some suggestions for mathematics textbooks.This thesis is divided into four parts.The first part is introduction,which is mainly divided into research background,research purpose and significance,research problems,introduction of relevanttheories,and research summarization of primary school mathematics "graphics and geometry",textbook comparison,number learning problems,etc.,and expounds the research ideas of this article.Research methods,etc.The second part is a comprehensive comparison of the difficulty of the “Graphics and Geometry” field exercises in the two editions of “Su Jiao Edition” and “Shanghai Education Edition”.It is mainly divided into the number of exercises,the analysis of the exercises,and the results and analysis of the research.In the difficulty comparison of exercises,using the comprehensive difficulty model of the exercises to compare the analysis of the exercises in the field of “graphics and geometry” in the two editions of the textbook,the amount of distribution of the five difficulty factors of inquiry,reasoning,calculation,topic background,and knowledge content,and calculate each The weighted average of the factors to analyze the characteristics and differences of the difficulty of the two versions of textbook exercises;The third part is a questionnaire survey on the number of elementary school mathematics exercises.It is aimed at the evaluation of mathematics textbooks for primary school teachers on the compilation of “graphics and geometry” in mathematics textbooks.It is part of teachers in Shanghai and Suzhou.A questionnaire survey was conducted,which suggested corresponding suggestions for textbook improvement and teaching.The last part is a summary and outlook.