The Study Of Compiling Characteristics Of Shanghai Primary School Current Mathematics Teaching(H Edition)

No matter how the education reforms, how the curriculum standards be compiled and revised, basic education teaching reform must fall into the problem about "what to teach" and "what to develop". Therefore, teaching as the mark of courses is particularly important, textbooks has been subject to widespread concern and attention. And along with curriculum reform gradually thorough, the case of the multiple teaching materials appears, whether it is primary school, junior or senior high school, there are many versions of textbooks. In order to focus on the specific circumstances of teaching material reform, the present study "tesching materials" refers to the narrow sense materials (also known as textbooks). The study choses the current Shanghai primary school mathematics textbook (H Edition) as research object, choses the content of teaching material selection, layout and presentation for the basic analysis framework. The paper attempts to analysis the compiling characteristics and shortcomings about H edition teaching material from multidimensional dialogue about old and new,"one" and "many", text and practice and so on.And on this basis, the author trys to give the possible suggestions for the future revision and improvement of Shanghai primary school mathematics textbook.The first chapter, back through two issue classes’change of Shanghai, simply outlines the history about two-period teaching textbooks reformations and then analyses the new characteristic of H edition from the dimensionality of longitudinal development about Shanghai elementary school mathematics teaching material. The new content choice concerns about the basic, reality and regional of knowledge. Layout structure pays more attention to the innovation and gradualist of structure arrangement. Presentation mode pays more attention to context, activity and inquiry. It reveals out the new pursuit of Shanghai elementary school mathematics teaching material from the two-period of textbooks reformations.The second chapter, with multiple teaching material developments as the background, inspects the limitations of H edition textbooks from the dimensionality about horizontal comparison. In the content selection, H edition textbook still needs to think about the relationship between explicit symbolic conclusion and implicit process structure of mathematics knowledge, between mathematics learning activity and education purpose. In the layout structure edition textbook still needs to rethink the relationship between the inheritance and innovation, between the longitudinal and transverse association of mathematical knowledge. In the presentation mode, H edition textbook still needs to think about the relationship between the life situation and knowledge system, between the abstract symbol and knowledge connotation.The third chapter is mainly about the true state of H version of the materials used, discusses the problem about the practice of H edition textbook from the dimensionality of consideration practice. Because of the congenitally deficient about compiling textbooks, many teachers have the real problems, such as attaching importance to knowledge but ignoring students, attaching importance to "local" instead of "whole", attaching importance to "deductive" but ignoring "induction" in the process of materials using.The fourth chapter, focus on the subsequent construction about Shanghai elementary school mathematics teaching material, tries to give the might suggest for the further modification in comprehensive reflection way. It mainly includes:Content selection should pay much more attention to the educational value about knowledge, not only to meet the needs of students development but also make students have more understanding of mathematics essence.Layout structure should pay attention to the internal relations of whole knowledge. On the hand, it is necessary to consider the lateral association of knowledge, in order to help students to overall perception the new knowledge and personalize possession of knowledge; The other hand, it is necessary to consider the vertical progressive of knowledge, in order to realize the knowledge of progressive and students advancement. Presentation mode should pay attention to the origin and development of process about knowledge, deal with the mutual transformation relationship well between the symbol world and experience world in order to make the students mathematical experience to accumulate constantly; And also deal with the mutual transformation relationship between the results form and process form of mathematical knowledge in order to develop and reflect the value of mathematics education.