A Comparative Study Of Junior Middle School Mathematics Textbooks Under The Theory Of Variation

With the all-round quality education,the sustainable development of diversification of teaching materials and the mutation theory,combined with the compulsory education mathematics curriculum standards(2011 edition)"to the requirement of congruent triangles,this paper mainly studies the following problems:(1)how to construct teaching material text analysis framework of congruent triangles;(2)how to make qualitative and quantitative analysis of different parts of congruent triangles;(3)how to write the mathematical teaching materials of junior middle schools in all kinds of different parts of the triangle.Therefore,this paper can not only enrich the research of middle school mathematics textbooks under the theory of variation,but also help teachers and students to better use teaching materials,which is conducive to the development of bilateral activities.This study are selected,north,middle school,zhejiang edition of textbooks,xiang(edition textbooks and Shanghai junior middle school mathematics teaching material,from both macro and micro aspects,through content analysis,case analysis and other methods,in BaoJianSheng,&wilson,etc of variant types to set up the teaching material text analysis framework,definition of the concept of congruent triangles in the textbooks,nature,determination and comparison of application research.The research shows that :(1)the concept of congruent triangle is directly to the outside of the Chinese division,and the other versions are introduced with inductive variant.Conceptual representation is mostly linguistic representation,symbolic representation and graphical representation.In addition to the standard variant and the non-standard variant of the figure,the concept is not discriminated.(2)the nature of the congruent triangles is that only the human teaching version USES the inductive variant;In addition to the linguistic and symbolic representations in the Shanghai section,other versions have only linguistic representations;(3)there are generalizations and progressive variations in the determination of congruent triangles.The characterizations of determination have linguistic and symbolic representations.It is proved that only the zhejiang education edition and the Chinese master edition use the span variant to give the process;(4)the application of congruent triangles mainly refers to examples and classroom exercises.The average variation level of the sample questions is the Shanghai section,with an average of 2.33.The lowest is the human edition,the Chinese teacher edition and the zhejiang education edition,the average is 2.00;The highest average of the class exercises is the xiangjiao version,with an average value of 2.25.The lowest is the north division version,with an average of 1.75.According to the research conclusion,the author puts forward some Suggestions for teachers to use textbooks and textbooks.As for the revision of the textbook,the north division edition can add examples to the whole triangle section.In the future if you have time and energy,the author to the study of congruent triangles to further deepen and refine,broaden their field of study,combining students' psychological cognition characteristics and core quality to study mathematics.