A Comparative Study On The Infiltration Method Of The Equations Of Junior High School Mathematics Textbooks

The compulsory education mathematics curriculum standards (2011 edition) (here after referred to as the course standard 2011) in the overall goal for the student to obtain further development to adapt to the social life and the necessary basic knowledge, basic skills, basic thought and basic experience. Equation of the thoughts of one of the core-model is thought as a basic mathematical thought, in the course standard 2011.Textbooks used by students in different parts of the version now Beijing Normal University, PEP, Hebei Education Press, etc., then the equation versions ideological similarities and differences between the presentation? This selection of high usage of which two versions, Beijing Normal University and the PEP study.With reference to the curriculum standard 2011 thoughts, the expression of the equation and equation refer to professor Shiningzhong's understanding of equation ideas at the'same time, and collecting and reading relevant information, ultimately determine the core of this paper studies the equation thought-transforming model of thoughts and ideas. Model play an important role among the equation, "transforming" play an important role in solving equations, such as fraction equation can go through transforming the denominator is a yuan a equation, a yuan quadratic equation can be "down time" into a yuan a equation.This article is divided into five chapters. The first chapter from the change of the curriculum standard 2011, many textbooks used two aspects discussed in this paper, the research background; In this paper, we study the problem, significance, research methods. Inclusion, application of the second chapter from equation thought, equation and equation of teaching research, and other mathematical thinking and teaching of the four aspects related research combed the research present situation, finally determine the research question and theoretical basis. The third chapter mainly through capacity, examples and exercises of equation of number and type, historical material, content framework and equation of the system structure of comparing two versions in five aspects.The fourth chapter is according to the results of the comparison of the third chapter, the interview has some teaching experience of teachers, collect their opinions and Suggestions of two versions of textbooks' difference, thus to put forward the Suggestions from the Angle of the textbooks used to teacher. The fifth chapter elaborated compared to two versions of textbooks and teachers' opinions as a result, the reflection research insufficiency, Suggestions for further research.Part two versions of textbooks equation of the comparison results:First, the model of thinking. Two versions are basically the same textbook modeling process. But equivalent relationship type is slightly different. Point two versions of the same type as the textbook equivalent relationship:most consistent equivalent relationship type, consistent with trends --- increasing year decrease, the new type of relationship gradually replace the same amount of primary mathematical formula; but the two versions of textbooks They have their own unique type equivalent relationship, PEP geometry formulas richer.Second, transforming thought. Solution of linear equations group, consistent with the idea of a quadratic equation are transforming thought. However, the order of arrangement of two versions of textbooks are not the same; Beijing Normal University equations, functional layout dispersion, the relative concentration of PEP; in addition to the overall arrangement of a difference, but each part of the equation is also a difference in the respective sections.Third,the equation content. Point two versions of the same course textbook capacity:Column equations, solving equations and "curriculum standards (2011)," the same; however, in the estimation equation solution, the nature of the solution and the equality test equation, it is also different, for PEP Equation historical materials show: Comparative history from the capacity of the material, of Beijing Normal University to be more; the distribution of historical material from the comparison, PEP and more concentrated in one dollar equation, Beijing Normal University Edition of historical material presented in each part of the equation Content Framework:In the preface each chapter, Beijing Normal University, learning objectives; PEP form of reading material richer, Beijing Normal University, there is a form of reading material --- to read, have read PEP.For differences between the two versions of textbooks, used textbooks from the perspective of recommendations on teachers:First, ideological penetration model in teaching. Second, fully embodies the transformation ideology. Third, reference multiple versions of textbooks. Teachers in teaching design, can refer to a variety of textbooks, with their own students and teaching content to the actual situation, select the appropriate teaching methods. In addition to pay attention to teachers teaching and columns equation solving equations, we have to pay attention to the nature of the equation, allowing students to experience the process of estimation equations, root test equation is consistent with the actual teaching. Fourth, teachers should pay attention to teaching math activities, historical materials, and other hidden content read as implicit equations thought.