| As a new educational idea,STEM is the acronym of four subjects including science,technology,engineering and mathematics.It is not a simple superposition of science,technology,engineering and mathematics education.It emphasizes the concept of curriculum integration of the interdisciplinary perspective and aims to cultivate innovation talents in the field of science and technology.It was put forward by the United States in 1986 and has attracted much attention of domestic scholars since 2008.Among them,mathematics is the foundation of every field of STEM and the basic support for researches of other fields.At the same time,mathematics is a part of natural science.With the support of this idea,this paper mainly studies the connection and embodiment between textbook and STEM,which is the main way for students to learn mathematics knowledge.Mathematics knowledge involves the quantity and dimension of STEM and differences between three versions of textbook.Based on the theory of the STEM educational structure framework of Grete Yakmen,the scholar of Virginia Tech University,this research mainly adopts the methods of documentation and content analysis and sets up the coding table of content analysis.This research chooses mathematics textbooks of the fifth grade of primary school of Qingdao Press,people's Education press and mathematics textbooks of primary school of Shanghai Education Press as the research objects.This paper makes a comparative analysis of the STEM elements in three editions of mathematics textbooks of pimary school from the macro and micro perspectives.It is found that:(1)In macro view,the content arrangement and presentation mode of the three versions have their own characteristics: in the aspect of content arrangement,the unit arrangement of three versions,the selection and arrangement of the contents are different and the presentation mode is concerned.The version of Qingdao sets up various columns,the version of people's education reflects the authenticity and practice,the version of Shanghai attaches importance to example display.(2)In microcosmicview,combining with the content analysis coding table,in the whole distribution of STEM,three versions have their own characteristics from the whole number,the proportion of each part,the breadth and the coincidence degree.In each part of STEM,three versions of scientific(S)have the same emphasis,single topic and adjustable space.In the technical(T)part,three versions are the most obvious in the information dimension,paying attention to the information class expression,but neglecting the other dimensions.In the(E)part of the project,the focus but the scope of the project are too little,and there is a big gap in each dimension.In the mathematical(M)section,three versions are distributed evenly in this field,involving each dimension and domain diversification.Therefore,mathematics textbooks should base on mathematical knowledge,promotemulti-disciplinary integration,at the same time give full play to the role of mathematics teachers,and improve learning.Students comprehensive consciousness,strengthen comprehensive practical activities,strive to expand the horizontal dimension of knowledge,vertical embodiment of the level of knowledge information dimension,paying attention to the information class expression,but neglecting the other dimensions.In the(E)part of the project,the focus but the scope of the project are too little,and there is a big gap in each dimension.In the mathematical(M)section,the three versions are distributed evenly in this field,involving each dimension and domain diversification.Therefore,mathematics textbooks should be based on mathematical knowledge,promote multi-disciplinary integration,at the same time give full play to the role of mathematics teachers,and improve learning.Students comprehensive consciousness,strengthen comprehensive practical activities,strive to expand the horizontal dimension of knowledge,vertical embodiment of the level of knowledge. |
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