A Comparative Study Of The Writing Characteristics Of The Elementary School Mathematics Textbook "Figures And Geometry"

Textbooks,as one of the important Bridges linking the curriculum standards and classroom teaching,are indispensable tools for teachers and students to teach and learn.Van Hiele's theory of geometric thinking development is one of the most influential theories influential in the study of geometry.In this study,elementary school mathematics textbooks published by people's education edition and Shanghai education edit ion were taken as examples to analyze the framework of elementary school mathematics textbooks based on Van H iele's geometric thinking development theory and Charalambous' mathematical textbooks.This paper constructs the analytical framework of elementary school mathematics textbooks used in this paper,and makes a comparative analysis of the compilation characteristics of “graphics and geometry” in the elementary school mathematics textbooks of the people's education edition and the Shanghai education edition.This study mainly uses literature analysis,content analysis and comparative analysis,focusing on the overall structure,mathematical content and geometric thinking level of the three dimensions of comparative research.Here are the research findings:1.The “graphics and geometry” parts of the two editions of textbooks are arranged according to the principle of spiral teaching content,but there are differences in unit setting and unit expansion examples,and in the order of individual knowledge points.2.The examples in the field of "graphics and geometry" in the two editions of textbooks contain four representative forms.The examples in the human education edition are dominated by the joint form,while the examples in the Shanghai education edition are dominated by the joint form and the visual form.The exercises in the two editions of the textbook are mainly in visual form.3.The contents of the two editions are arranged in the same logical order,but there are differences in the unit setting and the example of unit expansion,as well as in the order of individual knowledge points.4.Both textbooks of "graphics and geometry" cover the first three levels of Van Hiele's geometric thinking development theory,mainly level 1 "analysis".Compared with Shanghai edition,people edition pays more attention to the cultivation of level 0 "visual" and level 2 "informal deduction",while people edition pays more attention to the cultivation of level 1 "analysis".5.The contents of "graphics and geometry" in the two editions of the textbook are different in the geometric cognitive level and in the geometric cognitive level transition.The textbooks of People education edition have achieved the transition from level 0 "visual" to level 1 "analysis" in grade 3 and from level 1 "analysis" to level 2 "informal deduction" in grade 5.The textbooks of Shanghai education edition begin to make the transition from level 0 "visual" to level 1 "analysis" in the second grade,and finish the transition from level 0 "visual" to level 1 "analysis" in the fourth grade,and start to make the transition from level 1 "analysis" to level 2 "informal deduction" in the fifth grade,but the transition is not fully realized.Finally,the author puts forward some Suggestions to improve the compilation of primary school mathematics textbooks.Suggestions for the improvement of textbooks in people education edition are as follows:(1)Make section titles of textbooks more detailed;(2)Set up more "comprehensive and practical" fun activities;(3)Adjust the arrangement order of some knowledge points;(4)Add or subtract contents appropriately.Suggestions for improvement of the textbook in Shanghai education edition are as follows:(1)Add more exercises;(2)Add a review section at the end of each unit.(3)Adjust the arrangement order of some knowledge points;(4)Add or subtract contents appropriately.Suggestions for writing in the field of "graphics and geometry" in textbooks include:(1)The content of textbooks should be incremental,in line with the law of students' cognitive development;(2)The content of textbooks should be close to real life and increase practical operation activities.