A Comparative Study Of Equations And Inequalities From The Perspective Of Textbook Implementation

With the promulgation of the new curriculum standard of compulsory education in 2011 and the publication of many editions of new mathematics textbooks in junior high school,the new curriculul of mathematics in junior high school has been implemented for many years.According to the implementation suggestions given by the new curriculum standard,no matter which version of the textbook,when designing new knowledge learning activities,the process of "knowledge background-knowledge formation-connection revelation" can be displayed.However,as the executor of curriculum implementation and the developer of curriculum resources,it is necessary for teachers to use "live" textbooks in teaching,improve the knowledge background and knowledge forming process presented in teaching materials,and excavate the connection between the knowledge not presented in the textbooks,in order to make it more in line with the actual needs of teaching.It is based on this consideration that the study is carried out in this paper.The main work of this study includes three parts:the investigation on the current situation of teaching laterials implementation for junior middle school mathematics teachers,the comparative study of two versions of the textbook regarding "equation and inequality" at macro level,and the design of two teaching cases in the module at the micro-level.Specifically,first of all,by consulting the relevant literature and carrying out the corresponding questionnaire survey,the article has a clear and objective understanding of the current situation of teaching materials implementation for junior middle school mathematics teachers.On this basis,the article chooses "equation and inequality" part for comparative study between Beijing Nonoal University textbooks and People’s Education Press textbooks which are the nost representative ones.Through detailed analysis,the thesis tries to put forward some suggestions on how to improve the teaching implementation of knowledge background selection,knowledge formation process design and knowledge connection revelation.In order to further explain the problem.the thesis takes "the nature of equation" and "the relationship between root and coefficient" as examples,and also gives a complete improved teaching design scheme on the basis of comparative research method,and conducts an interview survey with several teachers on whether the whole progran process is ideal or not.The research results of this paper mainly include three aspects.From the data of the questionnaire survey,we can know that the group of mathematics teachers in junior middle school is aware of the necessity and significance of "teaching with teaching materials,,.However,only a few of them can put the idea into practice when the concrete teaching is carried out.The comparative research results show that the teaching materials of Beijing Normal University edition and People’s Education edition have ignored the background materials of other sources,such as the history of mathematics,interesting puzzles and so on,except for the reality of production and life,and have little attention to the relationship between new knowledge and subsequent knowledge.In addition,insufficient attention has been paid to the links between cross-module chapter knowledge.All of these above should be improved in the implementation of teaching.At the same time,the learning activities designed in many chapters of the two versions of textbooks are different,which reflect the different knowledge formation,which is also the place where it is necessary to learn from each other in the proeess of teaching implementation.The interview results show that the two improved teaching design schemes of "the nature of the equation" and "the relationship between root and coefficient" to a certain degree reflect the rationality of suggestions put forward in the previous paper.