Comparative Study On The Geometry Exercises Of Junior High School In The PEP,Suke Edition And Shanghai Education Edition Textbooks

The essential feature of mathematics is abstraction,while the feature of geometry is visualization.However,in the actual teaching,geometry teaching is more abstract than algebra teaching.At the same time,teachers will spend a lot of time using teaching materials to teach,and students will also spend a lot of time on the learning of teaching materials.Therefore,from the comparative study of textbooks to explore the differences in the content of geometry,it can give full play to the significance of textbooks in geometry learning.Therefore,this study selects three versions of junior high school mathematics textbooks in China,and takes triangle,quadrilateral and circle related contents in "Figure and Geometry" as the research object,launches a comparative study around the following three issues and draws conclusions:(1)A comparative study of the knowledge dimensions of triangles,quadrilaterals and circles in three versions of textbooksFrom the perspective of knowledge,"conceptual knowledge" and "procedural knowledge" account for the highest proportion in the three versions;At the level of "metacognitive knowledge",the textbooks of the PEP and Suke Edition account for a higher proportion,while the textbooks of the Shanghai Education Edition account for a relatively smaller proportion.Therefore,the Shanghai Education Board should increase metacognitive knowledge topics and enrich knowledge types;In addition,compared with the other two editions,the textbooks of the Suke edition attach more importance to setting up "factual knowledge".Not only should we pay attention to the study of basic concepts,we should also practice more high-level cognitive exercises that are related to real life.(2)A comparative study of the cognitive process dimensions of the triangle,quadrilateral and circle exercises in the three versions of the textbookIn terms of the cognitive process dimension,"application" accounts for more than half of the three versions of the textbook,followed by "understanding" and "analysis",and the least is "creation".While paying attention to basic knowledge,we should cultivate the ability to explore knowledge,thereby enhancing the cognitive process of creation.Inaddition,adding multi-dimensional,open and innovative topics to the textbook can accomplish the geometric re-creation well.(3)A comparative study on the cognition level of triangle,quadrilateral and circle exercises in the three versions of the textbookIn the dimension of cognitive level,all three versions focus on connected procedural tasks,followed by unconnected procedural tasks,and the least mathematical tasks.Therefore,the task of doing mathematics should be appropriately increased to meet the requirements of high-level cognitive level.If you want to improve students' geometrical cognition level,you should teach according to the cognition level in actual teaching.In the classroom of learning geometric figures,if you want to develop mathematical thinking,you need not only to explore the changing laws of figures,but also to master some skills theory about auxiliary lines.The core of the mathematics classroom is exploration.It is necessary to abandon the traditional teaching mode,especially to teach the content of geometry and graphics,so that students can discover and explore by themselves,so as to train their thinking ability and problem solving ability.