The Research On The Congruity Between Different Editions Of Junior School's Mathematics Textbook And Curriculum Criterion

In 2001, our country starts to carry on the elementary education curriculum reform, one of the core contents of the new curriculum reforms is the transformation from "the program of instruction" to "the curriculum criterion", the textbook organizational structure also transited from the past "one stand one textbook" to"one stand several textbooks" . Among them, the junior middle school stage mathematics textbook appeared the new atmosphere of "hundred school of thought contends", the edition of BeiJing Normal University and the edition of East China Normal University are in the edition typical representative which in September, 2001 starts to distribute, but the edition of Peoples education press is in September, 2002 starts to enter the experimental plot characteristic prominent.The research on the congruity betweeen textbook and curriculum criterion is worth studying.This article take the"number and the algebra"domain of above three typical editions curriculum criterion experiment textbooks as an example, from the four aspects of curriculum breadth, the curriculum depth, the curriculum difficulty and the curriculum idea, analyzing the congruity betweeen the three edition textbooks and curriculum criterion.First, the aspect of curriculum breadth: the three editions textbooks with the curriculum criterion are consistent, based on and slightly higher than the curriculum criterion. But in it has a long distence in rational numbers, integral expression, function and linear function.Second, the aspect of curriculum depth: Three editions textbooks most approach in the knowing level with the curriculum criterion's request, except the edition of BeiJing Normal University slightly lower than the curriculum criterion, the edition of East China normal university and the edition of peoples education are higher than the curriculum criterion. But in the level of understanding, three editions textbooks outdo the curriculum criterion request very much. In the grasp level ,the curriculum criterion is higher than three editions textbooks. In this view, it is not so much congruity betweeen textbooks and curriculum criterion in understangding and grasp level.Third, the aspect of curriculum difficulty: the difference is very big in each content between the three editions textbooks and the curriculum criterion. In the fllowing 8 curricula content: inequality, a Yuan first power regulation, the dual system of equations, rational numbers, the real number, integral expression, the fraction, the inverse proportion function ,three editions textbooks and the curriculum criterion request approaches or higher than the curriculum criterion; But it has big difference in a Yuan quadratic equation, fractional equation and function. Some are lower than the curriculum criterion , some are higher than the curriculum criterion. Through comparisons and the analysis to these three parts , the edition of BeiJing Normal University most approaches with the curriculum criterion in a Yuan quadratic equation, the fractional equation and the function a function.In view of the above research conclusion, the author suggest the advices:On the one hand, the curriculum difficulty in the number and the algebra domain of three editions textbooks is different, moreover ,in some aspects (linear equation of one unknown, fractional equation and function and linear function) ,and difference is very big with the curriculum criterion request. This indicates that three editions textbooks editors have different understanding level to the curriculum criterion. Because the curriculum criterion formulates the textbooks main basis, therefore, it is urgent to enhance the understanding level of the textbooks editiors .On the other hand, the different understanding level of three editions textbooks to the curriculum criterion reflects that curriculum criterion itself has problems from another side .The curriculum criterion entrusts with the textbook moderate creation space is worth to confirm, but the important content limitsand the request as well as the important mathematics concept should beis clear about concretely in the curriculum criterion .For example: In the curriculum criterion,there is only one speech regarding the multiplication of rational number request:Grasps rational number about addition, subtraction, Multiplication, division, the involutionand the simple mix operation (by three step primarily) the law. This gives huge activity space to the textbook editors, and causes different editions textbooks have different curriculum difficulty in rational number multiplication content.Presently, the research on the congruity betweeen textbook and curriculum criterion has rarely seen, this article attempts does some preliminary research.It has not established the research model, but it is hoped that it can help to the textbook's revision.