Research On The Manners Of New Knowledge's Eduction In Mathematics New Textbook In Junior Middle School

On the basis of analysis of the curriculum's meaning, it obtains the relationship between curriculum and textbook: curriculum final stop shows as textbook; and textbook is curriculum's material undertaker, it bases on the curriculum's concept and embodies the curriculum. And it also obtains the relationship among curriculum, textbook and children from the practice curriculum: the curriculum aims to promote the development of children, and textbook serves as the bridge and tie. So that, in order to protrude the curriculum's concept and bring the textbook's value into full play, this paper fixes the research on the manners of the new knowledge's education in Mathematics' new textbook.In order to make this research more deeply, specific and extensive, this paper summarizes other scholars' research in this problem, and finds an aspect for the research on the manners of the new knowledge's education in Mathematics' new textbook from the analysis of knowledge's and Mathematics' knowledge's characters. That is from the aspect of students' learning new knowledge.In the specific research, this paper chooses a set of junior middle school Mathematics, which is published by Peking Normal University publishing company in this new Mathematics curriculum, as the carrier to research the new knowledge's education manner. And this paper investigates its nature and quantity from macroscopic and microcosmic levels. In the macroscopic level, it is concerned about the standard's request on the composition of Mathematics new textbook, the characteristics of the same knowledge's education in the whole junior textbook and characteristics of the guiding languages in new textbook. In the microcosmic level, it investigates the manners of new knowledge's education from learning of expression, learning of definition and the learning of proposition these three aspects. No matter which aspect, it all can obtain that: as the new knowledge is educted in Mathematics new textbook, questions are raised and background or situation is operated. In this process, they are displayed by Mathematics problems in context or by students' themselves operation. In this they involve in students' inherence knowledge and experience. In this way the students stimulate their recognition structure for learning new knowledge.In the end, on the basis of the conclusion to the methods of new knowledge's eduction in the new Mathematics textbook, a further research on the problems during this process is made. That concludes: what does the students' inherence knowledge and experience mean; What kinds of Mathematics' problem situation can arouse students' inherence recognition structure. At the same moment, this paper proposes some suggestions in two aspects: One is the composing of Mathematics textbook. It is necessary to make the system knowledge and students' inherence knowledge and experience integrate. This process is equal to psychologist the textbook and to make the "teaching textbook" to "learning textbook". The other is the teaching of teachers. Teachers must use the textbook creatly in the concept of the new curriculum. So it is important for teachers to comprehend the essence of Mathematics knowledge.