| The Ministry of Education published a "full-time compulsory mathematics curriculum standards (trial version)" in 2001, "The Practice and comprehensive application" is a new content area in this new version. After 10 years of practice and research, it had been revised several times, in 2011 the Ministry of Education had published another "compulsory mathematics curriculum standards (2011 edition)" (hereinafter referred to as the "Standard (2011 edition)".In this "Standard (2011 edition)", "The Practice and comprehensive application" changed greatly in the area of names, concepts, general requirements, specific objectives and the implementation of the recommendations. "These changes make the new "Standard (2011 edition)" once again become the focus of attention of the Institute.In this study, we make a comprehensive analysis about the relevant literature and research in general, and determine the focus of the study,the notation and the main direction. That means this research studies against the changes of "comprehensive and practice" in the secondary stage and the design in the course content of third edition in mathematics textbooks of junior high school(PEP, the North and the East China Normal University teacher edition). In the study, we use the method of literature, comparative law, content analysis, statistical analysis. The study is divided into two aspects, one makes a traversal comparison analysis with the content of the latest three version junior high school mathematics textbook’s "Comprehensive and practice";another makes a longitudinal comparison analysis with the latest three version junior high school mathematics textbook and the "Comprehensive and practice" which published in 2004.This research shows that:3 edition textbooks transverse comparison, similarities are:Most of the "comprehensive and practice" pay more attention to the real life and to cultivate the ability to put forward questions according to the background、make a plan and test the results, but for the cultivation of the ability to solve the problem in a different way is still very lack.The mathematical thinking method which it involved change more in quantity and deeper in degree, and all of them attach importance to the mathematical thinking of classification and statistics. The differences are:the number are different, PEP is not only less than other two version in number, but also is smaller than the other two version in the knowledge area it involved in, for the mathematical thinking the subject involved in, PEP focuses on the movement of thought, cultivate students’ space concept、the East focuses on the combining of the number and form, modeling idea from general to specific、the North focuses on building model, ideas transforming from general to specific.The latest published teaching material compares with the 3 edition published in 2004, Similarities:have great changes in number, still pay very attention to the student direct experience in activities, we can find from the data that it pay more attention to subject links with the real life of knowledge’s comprehensive type in "comprehensive and practical". Difference:mathematical activities experience for students may gain directly, can be seen from the statistics data,in the planning ability the North and the East are improved and strengthened, while PEP wasn’t involved in this respect.For the students’ ability to ask questions from the background the East also does not have a little improvement, while the other two versions do pay more attention, especially the North. For the mathematical ways of thinking the project involved the PEP has no change on species but fewer; the North changes a lot, increasing from the number, extent is also gradually deepened; and the East has no changes basic, no matter in the amount or the type. |
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