A Comparative Study Of Inquiry Activities In Junior Middle School Mathematics Textbooks Between Peoples Education Press And Peking Normal University Press

There are several important adjustments to the 2012 compulsory education mathematics curriculum standard(modified version)compared with the 2001 compulsory education mathematics curriculum standard(experimental version).The difference is as follows: 2012 compulsory education mathematics curriculum standard(modified version)clearly puts forward "discovery problems,Raise the problem " the cultivation of the ability;the improvement of the degree of revision and requirements in the "comprehensive and practical" part;the promotion of the inquiry learning style,It shows that the design of inquiry activities in textbooks is becoming more and more important.However,the literature review found that the comparative study of inquiry activities in different versions of junior high school textbooks in China is relatively rare,especially in the two versions of the domestically used version--the study of the comparison of inquiry activities in the "People's Education Edition" and "Beijing Normal University Edition" textbooks.See,so the comparative study of the inquiry activities in the "People's Education Edition" and "Beijing Normal University Edition" junior high school mathematics textbooks deserves attention.The study considers that textbooks are defined as "the teaching objectives set by the national publishing house to realize the curriculum standards of various disciplines,and the student textbooks for primary and secondary school students used in school classroom teaching." The inquiry activities in junior high school mathematics textbooks refer to "appearing in junior high school." In mathematics textbooks,students start with mathematics problems or mathematical situations,let students experience the process of observation,practice,communication,thinking,etc.,and finally solve the problem,get the mathematics knowledge and laws,and transform into the mathematics column of their own knowledge system.In the process,students produce their own mathematical insights.The significance of this research is: First,this study has a clear definition of mathematical inquiry activities;second,enriched the theoretical study of junior high school mathematics textbooks;third,found that the two aspects of mathematics textbooks in China Advantages and disadvantages,convenient for the preparation of textbooks.Firstly,the study identifies the mathematical inquiry activities in the two editions of textbooks based on the above definitions.Secondly,based on the analysis framework of the inquiry activities in the textbooks,the paper constructs the columns,scene types,activity types,knowledge types,and organizational classifications.The open level is the standard textbook analysis framework.Finally,the author analyzes and compares the inquiry activities in the People's Education Edition and the Beijing Normal University textbooks,and obtains the following conclusions.First,in comparing the analysis results: First,the text comparison is found on the side of the presentation column,and the human education version of the textbook explores the activities.There are more categories in the textbooks than in the Beijing Normal University textbooks,but there are more inquiries in the Beijing Normal University than in the human education editions;Second,the text comparison found that on the side of the scenario type,both the People's Education Edition and the Beijing Normal University are mainly based on the mathematical inquiry activities of pure mathematical situations with complete information,and the setting of real and virtual scenarios is less.Third,the text comparison found On the side of the activity type,both the People's Education Edition and the Beijing Normal University are mainly based on the exchange of thinking and thinking activities,and the proportion of experimental investigations and writing investigations is low;Fourth,the text comparison found that on the side of knowledge type,both the People's Education Edition and the Beijing Normal University are mainly based on the exploration of mathematical knowledge,in which the deliberative knowledge is the majority,about procedural knowledge,imitation application and creative application.The number of inquiry is too small;fifth,the text comparison found that in the aspect of organizational classification,both the People's Education Edition and the Beijing Normal University are mainly engaged in the mathematics inquiry activities of individual participation in the class,supplemented by peer participation,team participation and extracurricular exploration activities;sixth,the text comparison found that on the open level,the problem-starting and evidence-initiating inquiryactivities in the People's Education Edition and Beijing Normal University were set too little,and the initial inquiry activity occupied the main body,resulting in two editions.,the openness of textbooks is low.Secondly,based on the conclusions from the comparative analysis of the above textbooks,the suggestions for textbook writing,teacher teaching and student learning are as follows:First,in textbooks,the diversity of inquiry activities should be appropriately increased,the integrity of the background of inquiry activities should be enhanced,and the scientific nature of mathematical inquiry activities should be emphasized;Second,in teaching,teachers should select appropriate teaching content and use appropriate teaching strategies;Third,in terms of student learning,students should strive to improve their cognitive abilities,actively participate in mathematics inquiry activities,improve their interest in learning mathematics,and accumulate rich experience.The innovation of this research lies in: Firstly,it is a comparative study on the exploration activities in the two editions of the junior high school mathematics textbooks,the “People's Education Edition” and the “Beijing Normal University Edition”;the second,based on the mathematical inquiry activities.The results of the comparative study put forward suggestions on textbooks,teaching and student learning,and there are three cases of improvement in inquiry activities,which provide valuable suggestions for the subsequent reform of the compulsory education mathematics curriculum.The shortcomings of the research are: First,due to limited time and ability,this study only selected two versions of domestic textbooks for comparison,and it was not scientific and persuasive in the field of textbook writing in the national curriculum reform.Second,in this book The mathematics inquiry activity in the second study is based on the comparative data analysis of the two editions of textbooks.There are few investigations and studies on the actual teaching,so the suggestions given in teacher teaching and student learning are also scarce.