A Study On The Characteristics Of The Open-ended Problem's Compilation In Senior High School Mathematics Textbooks

Since the Mathematical Open-ended Problem was introduced to China in 1980,the importance of the Mathematical Open-ended Problem has been increasing.The Mathematical Open-ended Problem takes up some percentage in "Ordinary high school mathematics curriculum standards(experimental)",high school mathematics textbooks,and some autonomous proposition provinces' college entrance examinations.So studying the Mathematical Open-ended Problem is with realistic significance.This paper main contains: The features of the Mathematical Open-ended Problem in the new senior high school Mathematics' compilation.The specific research Content as follows 3 points: 1)to construct the analysis of the Mathematical Open-ended Problem in the new senior high school mathematics' framework;2)analysis and study the features of the framework in the compilation of the Mathematical Open-ended Problem;3)According to the text analysis,the research conclusions are drawn,and the suggestions of compiling the mathematical open-ended problem and the suggestions for the teachers to use the open-ended problem in the textbooks are put forward.The research method of this article: documentation analysis method,content analysis method,the case study research method and so on.6 angles on the analysis framework of the Open-ended Problem: Situation,style positioning,belongings type?,belongings type?,knowledge areas,cognitive level.The study found the following mainly features of the Open-ended Problem in the new textbook: Dimension 1 pay more attention to life reality;Dimension 2 focus on the study and thinking;Dimension 3 cares about the open conclusions;Dimension 4 distribution is more balanced,the "question" type Open-ended Problem is less.Dimension 6 tends to basis.The following is a detailed description of the writing features of the Open-ended Problem:(1)Situation settings pay more attention to life reality.It takes up 36.11% in the Mathematical Open-ended Problem,and there are only 3.47% in other subjects.(2)The style positions focus on the study and thinking.In mandatory 1,2,3 textbooks,the studying and thinking occupy over 1/3 of the Mathematical Open-ended Problem.In four knowledge areas,almost 1/3 are studying and thinking,it is quite high.(3)Belongings type?cares about the open conclusions.There are almost 68.06% are the open conclusions types.(4)Cognitive level tends to basis.Low level Mathematical Open-ended Problem accounted for 54.86%.According to this situation,here are the suggestions for the compilation of the textbook: moderately increasing the Open-ended Problems in other subjects,adding "questioning" type Mathematical Open-ended Problem,enlarging the open-ended problems' applications.It is recommended that teachers should use the Mathematical Open-ended Problem in the teaching materials to introduce new lesson,and then you can put the appropriate closed question into a new Mathematical Open-ended Problem.The main shortcomings of this study: 1)It only focuses on textbooks A contents analysis,not related to the elective textbooks and other versions textbooks;2)Didn't investigate the recognition of the content analysis results among the high school teachers.It lacks of the practice.These will serve as the direction of subsequent research for the paper writer.