An Analysis Of Changes Between Revised Edition And Experimental Textbook In Primary School

In recent years,the ministry of education has been promoting the reform of education quality evaluation in primary and middle schools from top to bottom.Traditional education only evaluates the quality of education in primary and secondary schools by students' academic test scores and school enrollment rate,which seriously affects the comprehensive development and healthy growth of students and restricts the cultivation of students' social responsibility,innovative spirit and practical ability.Reform is not just a standing change as before,and the way to put on old shoes and take a new path is bound to go nowhere.Therefore,this time we need to change from the depth of substantive thinking and analysis,and focus on cultivating students' learning methods and abilities.In 2011,the ministry of education promulgated the "compulsory education mathematics curriculum standard(2011 edition)",which fired the "first shot"of reform.Thus started a new round of mathematical textbook revision to further improve the quality and fit of teaching materials.The textbook is the form of objectification of the course,which is an important teaching resource.The reform of course idea promotes the constant revision of textbook.This article is based on "duty education math class standards," in the elementary school of the elementary school,"the obligation to education textbook math," and "obligation education," to the study of the subject of the standard experimental textbook mathematics(1-6 grade).By adopting the methods of literature review,comparison and experience summary,this paper compares and analyzes the content of the revision part of the textbook,and analyzes the reasons for the textbook change by combining with my own teaching practice experience and teaching and research activity experience.It helps teachers to grasp the overall connection of textbook structure from the four sections of"number and algebra","graphics and geometry","statistics and probability",and"synthesis and practice",and clarify the teaching level under bruner's idea of "spiral rising" textbook compilation.The main research conclusions are as follows:1.The two sets of textbooks are basically the same in layout,with the content from the superficial to the deep,progressive,spiral upward.The main line is arithmetic knowledge.Most of the knowledge in the experimental textbooks appears in the form of conclusions,and the formation and development of knowledge is rarely shown.The revised textbook adds "preparatory class",or adjusts the teaching sequence to disperse the difficulty of teaching,the content is richer but easy to understand.2.The revised textbook not only values students' learning of "double bases",but also attaches more importance to students' awareness of applied mathematics,practical ability and innovation spirit.The section of wide Angle of mathematics,through the introduction of knowledge such as combination,statistics,weighing,reasonable use of time and practical application of Numbers,enables students to accumulate experience in mathematical activities,cultivate good basic mathematics thought,and finally form correct mathematics view,outlook on life and values.3.The revised textbooks consider the diversity of learners' understanding of knowledge,and the methods are no longer unified and open.But the conceptual teaching is more rigorous and standard.