A Comparative Study On The “integrated And Practice” Of Junior High School Mathematics Textbooks

Comprehensive and practical activities are a type of learning activities that take practical problems as the carrier and mainly take the initiative of student participation.It is a hotspot for many years of education reform and a good way to comprehensively cultivate students' literacy and ability in all aspects.The content of textbooks is the most intuitive form of curriculum standards and the most important reference for teachers in preparing and teaching lessons,which directly affects students' cognition,so the study of textbooks is very important.This article selects the three most widely used junior high school mathematics textbooks,namely,the People's Education Edition,the Beijing Normal University Edition,and the East China Normal University Edition as the research objects.The comprehensive and practical activities are selected and compared.The literature method,content analysis method and comparative analysis method were used to conduct comparative research on the three editions of textbooks to explore the commonalities and differences.The horizontal comparison content is background information,the overall structure(the number and structure of units,the topics included),and the vertical comparison content is the part conveyed to the students(mathematics content,mathematical problems,core literacy),and the student's response(result display method,basic Activity experience)and linking with off-campus scenarios,the study draws the following preliminary conclusions:1.The background texts of the three editions of textbooks,such as book volume,number of pages,and publication time,are roughly the same,which provides convenience for research.In terms of the number of units and structure,the number of comprehensive and practical activities of the Human Education Edition is the most,the units involved are the most,and the content is rich.The number of activities of the Beijing Normal University and East China Normal University is relatively small,and there are separate and definite units.The activities of the People's Education Edition and East China Normal University are interspersed in other units of the textbook,and are well integrated with other knowledge points.The activities of the Beijing Normal University version of the textbook are concentrated at the end of each textbook,and the comprehensiveness of the knowledge points is strong.The activities of the three editions of textbooks almost cover the three themes of number and algebra,graphics and geometry,and probability and statistics.If each textbook is analyzed independently,the activities of each textbook in the Beijing Normal University and East China Normal University are relatively comprehensive.Each textbook covers a relatively single subject.2.From the perspective of the content conveyed to students,the three editions of textbooks are able to integrate multiple knowledge points,with rich activity forms and diverse research goals.The design of mathematical problems also pays attention to the openness of the problems,inspiring students to discover problems and Asking questions,diversity of problem solving methods,and consciously permeating core literacy into mathematical activities.However,the three versions of textbooks are comparatively more comprehensive in terms of knowledge.The interactive form and exploration goals of East China Normal University are not comprehensive enough,and the content is not balanced.From the perspective of mathematical problems,analysis The normal version of the Normal University should increase the communication and cooperation between students.The human education version should pay attention to the openness of the problem.Don't restrict the method of problem solving too much.The East China Normal University version should design mathematical problems more carefully,so that the content and problems of the activities are more clear.It is more inspiring to students,and pays attention to the cultivation of students' mathematical modeling literacy in activities.3.From the perspective of students 'response,the distribution of the results of the three editions of textbooks differs from the basic interactive experience level.The results of the human textbooks are the most abundant.In addition to the basic problem solving,the group report method cultivates students' Communication and language skills,thesis or survey report allows students to reflect on and summarize the research process,and to experience the first experience of scientific research.The version of Beijing Normal University and the version of East China Normal University should increase the way of activity display,cultivate students' expression ability,and not be limited to problem solving and thesis report.Due to the comprehensive nature of the activity,the experience level of the activity should be appropriately adjusted,and the activity should not be made too simple.The East China Normal University should make appropriate adjustments in this regard so that students can gain more experience in the activity.4.From the analysis of the connection with the real situation,the three editions of textbooks focus on the connection with the actual life situation,but some backgrounds are too old and do not conform to the students' life cognition.In the process of designing activities,the problem background should be adapted to the actual situation.Keep pace with the times.For the analysis of the content of the three editions of textbooks,I have put forward the following suggestions for the preparation of textbooks and the design of comprehensive and practical activities:(1)Improve the comprehensiveness of comprehensive and practical activities,and strengthen the connection and integration between knowledge points.(2)Improve the openness of comprehensive and practical activities,and rationally design activities to inspire students to think about the links.(3)Pay attention to the comprehensive training of students' core mathematics literacy,and the balanced distribution of literacy in all aspects.(4)The background of the activity should be consistent with real life,and strengthen the connection between mathematical problems and real life.