Analyze The Content Design Of The Textbooks For “round” In Primary And Secondary Schools

Circle is a special kind of curve in geometric mathematics, although its nature is simple, but the application of it is very extensive. Its content runs through the entire mathematics teaching materials in primary and secondary school. This paper aimed at analyze and compare the contents of Circle through three different versions in math textbooks, and from the perspective of students' cognition, learning behavior, inspire motive and interest, etc, to study the similarities and differences of these materials, to find out its advantages and shortcomings. Also it is expected that it can provide some reference and inspiration for the classroom teaching, and make a little contribution to the reform and construction of mathematics teaching materials in primary and secondary schools.So far, the systematically research which is in the Circle of content of different version textbooks among domestic scholars is not too much, and these studies are limited to the "Circle" for a small part of it and lack of the in-depth systematic study from primary school to junior middle school and then to high school, but actually it is very important to have a comprehensive understanding for the content of "Circle".This paper used the literature method, content analysis and comparative research as research tools, on the basis of existing research results, this article studied the content of "Circle" which is involved in primary school, junior middle school and high school that from PEP textbooks, Sue version of teaching materials and Bnu edition textbooks, and finally got the following conclusions:1.In terms of content framework, the class is most of "Circle" content in Bnu edition textbooks, however its first appearance is in grade five part ii in Sue version of teaching materials, for PEP textbooks and Bnu edition textbooks, it is earlier a semester.2.In terms of column design, Sue version of teaching materials' column is the most abundant, and its difficulty gradient settings are very reasonable; for PEP textbooks, the settings of practicality is strong; for Bnu edition textbooks, its setting is simple, but refined.3.In terms of content arrangement order, three versions are roughly the same, andthe differences mainly embodied in the arrangement of specific content on order, for example, "arc, string, central Angle", "vertical diameter theorem" order has great difference.4.In terms of the content of the "Circle" breadth and depth, the knowledge proposition and the arrangement is the most in Sue version of teaching materials;however PEP textbooks have the most knowledge in the form of concept. Teaching difficulty distribution belongs to the inverted U type, the depth level is moderate. There are obvious differences in the content of the three versions of the textbook, courses in general are more difficult.5.In terms of the introduction of the concept, three versions present in many different ways in the textbooks to it, PEP textbooks focus on living examples and hands-on operation in two ways, Bnu edition textbooks use the way which have more standing issues and direct definition, and The aspect through various ways of Sue version of teaching materials is balanced.6.In terms of examples of presentation, common points of the three versions of textbooks is pure mathematics example which is accounted for the highest proportion.Among them of sample quantity is the most and difficulty is biased towards the simple in Sue version of teaching materials; but in Bnu edition textbooks, the sample is less,difficulty is reasonable; however, in the PEP textbooks, the sample is more and difficulty is higher, and the introduction part close to life, also with more interesting.7.In terms of the PI content arrangement, PEP textbooks attaches great importance to the introduction of the design, and the concept of expression are accurate and precise;In Sue version of teaching materials, the introduction is tedious but the concept statement is rigorous, also the supplement content is substantial; In Bnu edition textbooks, the introduction is streamline, and the added content is substantial, detailed after class, but the concepts statements is not rigorous.Finally, it is worth saying, if you want a comprehensively comparing within three different versions of the content of the "Circle" in the teaching material, through theoretical analysis is not enough only to it, if you can understand the design of thedifferences between different versions and its influence to the teaching effect, and through the use of teaching materials of localized students for the detection of feedback analysis, I believe that you can analyze and compare it more accurately, and this is worth further exploration in the future, too.