A Comparative Study On The Content Of Moral Education In China’s High School Mathematics Textbooks

With the fundamental task of “establishing moral education” and the “General High School Mathematics Curriculum Standards(revised in 2017 and 2020)”(hereinafter referred to as “the new standards”),moral education in mathematics has received more and more attention and focus in the field of educational research and classroom teaching.Textbooks are an important vehicle for implementing the fundamental tasks of education,practicing the concept of the curriculum standards and implementing classroom teaching,and the basic features of the setting and presentation of moral education content have a crucial impact on teachers’ teaching and students’ learning.Taking the current six editions of high school mathematics textbooks in China as the research object,the following research questions are identified from the perspective of moral education content:(1)The New Curriculum Standards,the Guide to Moral Education Work in Primary and Secondary Schools(hereinafter referred to as “the Guide”)and the Implementation Manual of the Guide to Moral Education Work in Primary and Secondary Schools(hereinafter referred to as “the Manual”)What are the requirements for the content of moral education?(2)What are the differences and similarities in the current situation of the setting of moral education contents in the three dimensions of type distribution,column distribution and main line distribution and the basic characteristics of the presentation form in the six current editions of high school mathematics textbooks in China?(3)What are the implications and references of the current situation of moral education contents in the six editions of high school mathematics textbooks for the preparation of high school mathematics textbooks and teachers’ teaching? By addressing the above research questions,we aim to provide references for the continuous improvement of textbook writing,as well as materials for teachers to penetrate moral education in classroom teaching and effectively implement the moral education value of mathematics subjects.Based on the above research questions,Firstly,the research integration method was used to construct an analytical framework of moral education content in high school mathematics textbooks by combing relevant literature and combining the current situation of moral education content settings in the six editions of textbooks;Secondly,the content analysis method,comparative research method and statistical analysis method were used to code and test the consistency of moral education content in the six editions of textbooks;Finally,the statistical data were analyzed descriptively using Excel and SPSS20.0 software,and the following conclusions were obtained:(1)It meets the requirements of the curriculum and shows the value of nurturing people;(2)The overall content is rich and highlights the function of the subject;(3)The distribution of dimensions is disproportionate and the proportional difference is obvious;(4)The distribution of columns is biased and affects the comprehensive coverage;(5)The distribution of main lines is unbalanced and limits the function.Based on the findings of the study,combined with the results of interviews with first-line mathematics teachers in high school,corresponding suggestions were made:(1)Optimize the distribution of moral education types to bring into play the effect of disciplinary moral education;(2)Balance the penetration of multiple dimensions to highlight the characteristics of disciplinary moral education;(3)Appropriately balance the integration of columns to enhance the nurturing value of the curriculum;(4)Increase the length of the main line content to maximize the moral education function.