| School education is the cradle for the country to cultivate talents.Curriculum is the core of school education,and it is the main basis for teachers and students to build a bridge between teaching and learning.Among them,as the main teaching carrier of curriculum,textbooks embodies the will of the nation,to some extent,it determines and reflects the development level of mathematics education.Under the background of diversified development of “one standard multiple textbooks” in China,the content distribution of different primary school mathematics textbooks is different,and it will affect students' mathematics learning.In the teaching of mathematics,the cognitive demands of content occupy a certain position.Paying attention to the cognitive demands of mathematics content can make the student develop better.Therefore,it is particularly important to study the content distribution and cognitive demands of different versions of primary school mathematics textbooks,which is significance to the revision of textbooks and teachers' teaching.This research mainly adopts the methods of literature research,comparative study,content analysis and statistical analysis to compare the content distribution and cognitive demands of number and algebra,figure and geometry,statistics and probability,synthesis and practice in the fourth grade textbooks,which were published by People's Education Press,Beijing Normal University Press and Southwest Normal University Press.This research mainly focus on the following two issues: The first is similarities and differences in content distribution among the three versions of the fourth grade mathematics textbooks.The second is similarities and differences in content cognitive demands among the three versions of the fourth grade mathematics textbooks.First of all,the core concept of cognitive demands is defined through literature research,then I carefully study the three versions of the fourth grade mathematics textbooks,and the two forms of presentation of mathematics content intextbooks are obtained.The second,combined with the compulsory education mathematics curriculum standards(2011 version)and the the two forms of presentation of the content,I construct an analytical framework of content cognitive demands,and then analyse the textbooks.In the end,produce the results,and form the following main conclusions:(1)The similarities in content distribution among the three versions of fourth grade mathematics textbooks: In the field of number and algebra,there is little difference in content quantity distribution,and the three versions all attach importance to the study of “knowledge of numbers”,“operation of numbers”,“knowledge of figures” and “simple statistical process of data”.In the field of synthesis and practice,the three versions all set the same practice activities about number and algebra content.(2)The differences in content distribution among the three versions of fourth grade mathematics textbooks: First of all,there are some differences in the choice of content among the three versions of textbooks,some of which are involved in only two versions and some only one version.Secondly,in the field of graphics and geometry,the content distribution of the People's Education Press version is the most,the Beijing Normal University Press version is in the middle,and the Southwest Normal University Press version is the least.In the field of statistics and probability,the content of Beijing Normal University Press version is more distributed than that of Southwest Normal University Press version.In the field of synthesis and practice,the content distributed of the Southwest Normal University Press version is the most,the People's Education Press version is the same as the Beijing Normal University Press version and less than the Southwest Normal University version.(3)The similarities in content cognitive demands among the three versions of fourth grade mathematics textbooks: First of all,the three versions of the fourth grade textbooks have the same cognitive demands for most of the content in number and algebra,graphics and geometry,and all focus on the “understanding” level.Secondly,the three versions of the textbooks all involve three levels of cognitive demands in the field of number and algebra,they do not involve the “using” level in graphics or geometry,and they are all in “using” level in the fields of synthesis and practice.(4)The differences in content cognitive demands among the three versions of fourth grade mathematics textbooks: In the field of number and algebra,the cognitive demands level of the People's Education Press version is the same as that of the Beijing Normal University Press version,and lower than that of the Southwest Normal University Press version.In the field of graphics and geometry,the cognitive demands level of the Southwest Normal University Press version is higher than that of the Beijing Normal University Press version,and theBeijing Normal University Press version is higher than the People's Education Press version.In the field of statistics and probability,the cognitive demands level of the Southwest Normal University Press version is higher than that of the People's Education Press version,and the People's Education Press version is higher than that of the Beijing Normal University Press version.According to the conclusions of the research,the following enlightenments can be drawn:(1)For the textbooks revising,the content of “probability of random phenomenon” can be appropriately added in grade four of the People's Education Press version,and the Southwest Normal University Press version can be appropriate to add some graphics and geometry content,and the People's Education Press and Beijing Normal University Press versions can add practical content of graphics and geometry,statistics and probability in both volumes of the fourth grade.Due to the particularity of the field of synthesis and practice,to some extent,the content related to the “using” level in these two versions can also be increased,so as to narrow the differences with the cognitive demands of the Southwest Normal University Press textbooks.(2)For the teachers' teaching,when teachers design teaching plan,they can combine the actual situation of students and refer to the cognitive demands of other versions of textbooks,and choose the cognitive demands levels suitable for students to learn,so as to better carry out classroom teaching.(3)For the mathematics quality monitoring,content selection should involve what is covered by all three versions and ensuring that the cognitive demands for the relevant content are the same.This research analyzes the compilation of mathematics content in primary school mathematics textbooks from the perspective of content cognition,and it makes a comparative study on the content of primary school mathematics textbooks with the cognitive demands as the main clue,which is the innovation of this research.Due to limited time and ability,there are also some shortages in this research: First,the number of versions of research textbooks is small,which makes the research coverage have certain limitations.Second,this research only compare the three versions of textbooks from the static perspective,and the research results only represent the static text results of textbooks.Therefore,the research can design questionnaire or interview for teachers to add dynamic research,so as to reflect the research results comprehensively. |
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