Research On The Compiling Strategy Of High School Mathematics Textbook Based On The View Of Mathematics Curriculum Knowledge

For school education,knowledge is the core of curriculum and teaching.From the historical point of view,the knowledge view determines the curriculum view and teaching view,what kind of knowledge view,there will be what kind of curriculum design and teaching implementation.Each curriculum reform is carried out under the influence of specific knowledge view,and the knowledge view is the focus of the previous curriculum reform.For the textbook of course material,it is compiled in the creation activity of knowledge view.Based on the current high school mathematics curriculum reform reality,the study of the textbook compiling strategy not only has the theoretical significance but also has practical significance.From the perspectives of philosophy of mathematics,psychology and pedagogy,we can get different results.From the perspective of mathematical philosophy,knowledge theory emphasizes the reflection and questioning on the occurrence,confirmation,development,structure,property and application of macro mathematical knowledge.From the perspective of psychology,knowledge theory emphasizes the analysis of process and mechanism of cognition,classification and transmission of knowledge.From the perspective of pedagogy,the emphasis is on the value,selection,organization,delivery,teaching,learning and other aspects of the value of the knowledge in the school.Mathematics knowledge view is the hidden premise of the view of mathematics curriculum and view of mathematics teaching,what kind of mathematical knowledge view,what kind of mathematics curriculum view,teaching view and study view.In the field of mathematics education,the concept of mathematics view and mathematics knowledge view is not a concept,but it is often confused.In our view,the former is the "world view" of the development of mathematics,the use of occasions is mainly mathematical research,under the "Mathematical Philosophy";the latter is to take care of the "knowledge view" of mathematics education,the use of occasions is mainly mathematics education,which belongs to the "Philosophy of Mathematics Education If mathematics education is based on the education of mathematics knowledge,and from the angle of knowledge to study and reflect on the mathematical education,then the formation of the view of the knowledge of mathematics is a mathematical knowledge view.The view of mathematics curriculum knowledge is a sub set of the view of mathematics knowledge,which is a kind view of mathematics curriculum knowledge,which is based on the mathematics curriculum,take care of the mathematics curriculum,and serve as a kind of mathematical knowledge view.The knowledge of mathematics curriculum in mathematics textbook is different from that in mathematics,but different from the knowledge of life,but the knowledge of school education.At the same time,it is based on the objective and common knowledge of mathematics,which integrates the knowledge of life situation,personal knowledge,and other knowledge(such as physical,chemical,etc.),and so on.After teaching method and editing technology,it has set up the teaching method,and the paper presents the integrated knowledge.The characteristics of mathematics textbook knowledge is that it to static,statements of mathematics knowledge as shell,supported the educational philosophy of the curriculum value,also implied to acquire the knowledge of the teaching and studying methods.Referring to the theoretical framework of the knowledge view,we think that there are 3 dimensions of the view of mathematics curriculum knowledge,that is,the essence of knowledge,the value of knowledge and the acquisition of knowledge.The ideal mathematics curriculum knowledge view is:the essence is a kind of thinking creation mode,the value is a kind of complex spectrum,and the acquisition is a kind of social construction.In particular,we point out that we should emphasize the formation of a comprehensive,dialectical,and modern mathematical knowledge view of teachers and students with the help of the compilation of the mathematics textbook.Based on the three-dimensional framework,the author makes an investigation on the hidden knowledge view of mathematics textbook in the history,and makes a questionnaire survey and analysis on the textbook compliers and teachers in the mathematics curriculum knowledge view and the compiling strategy.Whether it is from the history of the 6 versions of the textbook,or from the reality of the 26 middle school mathematics textbook author and 515 teachers in the questionnaire survey,knowledge view has affected the textbook compiling strategy;On the contrary,it is implied in the textbook compiling strategy on the knowledge essence,knowledge value and knowledge acquisition,which leads to the formation of different views of mathematics knowledge in teaching and studying.The relationship between them is unified and dialectical.For textbook compliers,different knowledge views have led to different recognition,which has a direct impact on the compiling strategy,which leads to different textbook compiling methods,and indirectly affects the vast number of teachers and students' mathematics knowledge view.It is precisely because of the preparation of strategies to lead to different textbooks,so the quality of textbooks should be sought or used as a guide to advanced mathematics curriculum knowledge view.Mathematics textbook is a kind of creative activity,which is compiled by the author in the mathematics curriculum knowledge view.What kind of mathematics curriculum knowledge view,what kind of high school mathematics textbook compiling strategy recognition.Hold the traditional,mechanical,static mathematics curriculum knowledge view,agree with the traditional,mechanical,static high school mathematics textbook compiling strategy(generally emphasize knowledge,the results,the dominant,discipline,teaching internal,etc.);Hold modern,dialectical,dynamic knowledge view of mathematics curriculum knowledge view,agree with modern,dialectical,dynamic high school mathematics textbook compiling strategy(generally emphasize culture,process,recessive,activity,construction,external,etc.).Based on the above View,the theoretical construction of high school mathematics textbook is made,and the contents of 3 lessons are also carried out.First of all,we think that the guiding ideology of the compiling strategy based on the theory of mathematics curriculum knowledge view has 3,that is,with discipline,have teaching,with humanism.Secondly,on this basis,we put forward the following 6 specific preparation of ideas.First,experience mathematization:the process of knowledge and the results of knowledge.Second,to reveal the latent knowledge:both explicit and implicit teaching value.Third,the penetration of psychological:the integration the psychological and logic order of knowledge.Fourth,the creation of Relevance:to build the internal and external links.Fifth,highlighting the main body:the coordination of scientific and cultural knowledge of the property.Sixth,reflecting the interaction:laying the knowledge of the teaching and building channels.For our country,it is mainly about the behavior of the country before compiling the mathematics textbooks,profoundly influenced by the traditional education idea.Now,after the diversification of textbooks,compiling strategy is very important.Therefore,we advocate that high school mathematics textbooks are compiled in the time,based on the results of the mathematical knowledge,the dominant,logical,internal,and teaching dimensions,In particular,to pay attention to the process of mathematical knowledge,implicit,psychological,external and construction dimensions,Their dialectical balance,prevent the overcorrect simplistic and opposite practice,So as to realize the maximum education value and the best education effect of the mathematics knowledge.