The Comparative Study Of The Learning Psychology Of Arrangement Of The Concept Of High School Mathematics Textbooks

Gave birth to six versions of the new round of high school mathematics curriculum reform high school mathematics textbooks, the situation for the Comparative Study of the textbook, these studies are focused on textbook writing style, teaching content, the preparation of the concept. Different versions of the concept of mathematical textbooks written in the psychology of learning theory research.To study different versions of the high school math textbooks concept layout of the psychology of learning the theoretical basis for research purposes. Representative of two editions of the textbook (respectively, published by the People’s Education Press and Hunan Education Publishing House) as the research object, and select the function and four related concepts as a specific comparative study, the use of text analysis from the introduction of the concept, present form, define the way a three-pronged analysis, mining the basis of a psychological theory; then, respectively, summed up the basis of their own theory, according to their theory, summed up the same point of the two editions of the theoretical; Finally, in accordance with their common psychology of learning the psychology of learning the basis of our high school math textbooks in the concept of scheduling theory to infer, and make certain to explain. Study found that:(1) People’s Education Press and Xiang taught version of the concept of the arrangement of the psychology of learning theoretical foundation is basically the same, mainly cognitive assimilation theory of Ausubel;(2) On the number of species of the concept of choreography reflects the psychology of learning theory, taught more than Hunan Education Edition(3) The psychology of learning theory of choreography of concept of China’s high school math textbook may be based on Ausubel’s cognitive assimilation theory.