| The quality of teaching materials and teachers’ use of teaching materials have a direct impact on the implementation of mathematics curriculum in primary schools.The basic form of elementary school mathematics textbook content organization has always been the focus of textbook compilation.So far,spiral compilation has been widely recognized and widely used.As an important mathematical concept,"fraction" requires students to go through a long cognitive process to understand and master it step by step.Therefore,it is of great significance to study the spiral compilation characteristics of primary school mathematics textbooks by taking "fraction" as an example.At the same time,teachers delve into textbooks in order to better use them to teach.In order to ensure that students can learn effectively,teachers should adjust the teaching materials reasonably according to the content and the actual situation of teaching,so as to give full play to the role of teaching materials.Based on this,this study uses content analysis method and comparative research method to select two editions of primary school mathematics textbooks,Sujiao edition in mainland China and Kangxuan edition in Taiwan of China.From three dimensions of content breadth(number of knowledge points and combination of knowledge points),spiral interval(starting point of spiral,number of spiral,interval time,average interval time),and depth of content(changes in the depth of thinking of repeated knowledge points and combination),this paper makes a comparative study on the spiral compilation characteristics of the fraction content of the two editions,and mainly draws the following conclusions:Both textbooks focus on presenting fraction content in a spiral way.However,compared with the Sujiao edition,the fraction content in the Kangxuan edition appears earlier,with a larger proportion and a more balanced distribution among grades,and is presented in a spiral way with small steps.Among them,in terms of content breadth,both textbooks cover the concept and size of fractions,equivalent fractions,fractions four operations and mixed operations.There is little difference in content breadth,but there is a significant difference in the distribution of fraction content.In the spiral interval,the starting point of the Sujiao edition of the spiral is the first semester of the third grade,the Kangxuan edition of the spiral starting point is the second semester;The Sujiao edition has 4 spirals and the Kangxuan edition has 10 spirals;There were significant differences in the interval time and mean interval time between the two editions.In terms of content depth,the content depth of the three parts of fraction definition,fraction size and fraction addition and subtraction of the two textbooks spirals upward with the increase of grade level.At the same time,this study uses the interview method to investigate the use of textbooks by several front-line teachers,aiming at the spiral compilation of primary school mathematics textbooks.It is found that primary school mathematics teachers generally agree with the spiral writing of textbook content;For the understanding of spiral compilation,teachers do not stick to the teaching materials,but integrate the teaching materials reasonably according to the curriculum standards and learning conditions.In addition,the teacher took "fraction" as an example to discuss the difficulties in using the teaching materials and put forward corresponding suggestions.On the basis of the spiral compilation and research of the two editions of primary school mathematics textbooks,combined with the results of teacher interviews,the author finally puts forward the following suggestions for teachers to use textbooks:Read multiple editions of textbooks to learn from each other;Correct understanding of spiral compilation,grasp the whole teaching material;Adjust the spiral combination of knowledge points and expand the content method;In-depth study of the curriculum standard and combined with learning situation to restructure spiral;Attach importance to classroom review and strengthen effective cohesion. |
