A Comparative Study Of Problem Posing In Three Versions Of Junior Middle School Mathematics Textbooks

Problem posing is a cognitive activity that discovers a problem according to a specific problem situation in the process of solving the problem.In the early 20 th century,people focused too much on problem solving.In recent years,driven by the waves of Mathematics Education Reform,many scholars have gradually realized the importance of problem posing.In the comparison of textbooks,there is less research on the problem posing,although the textbook affects the cultivation of students' ability to ask questions.Therefore,in this study,we selected a complete set of junior high school mathematics textbooks(grades 7-9)from the People's Education Press,the Beijing Normal University Press and the East China Normal University Press,which are widely applicable in China and written according to the same curriculum standards,compares from the four dimensions: grade level,knowledge area,problem type and teaching link,and conducts a detailed analysis of thematic layout,expression form,and actual connection according to specific cases,and gives suggestions combined with teacher interviews.It is hoped that the research conclusions of this article can increase research content on related problem posing,provide reference for the comparison of domestic textbooks,and also help teachers.The conclusions are as follows:(1)In terms of quantity and grade distribution,we found that the total number of problem posing in the three versions of textbooks was roughly the same,only the overall number of problem posing in the East China Normal University textbooks was slightly lower.There is not a big difference in the New People's Education Edition and the East China Normal University Press Edition,but the Beijing Normal University Press Edition have shown a downward trend.(2)In the area of knowledge,we found that the distribution of the number of problem posing in the three versions of the textbooks in different areas of knowledge is basically the same,all of which are set in the "Number and Algebra" section,and "Graphics and Geometry","Statistics and Probability " is set less and the number of versions is basically the same.(3)In terms of problem types,we found that the three versions of the textbooks all have a high ratio in the create new problem problem-posing and accounted for more than 83%.The re-explanatory problem-posing and the mathematical activity problem-posing accounted for relatively little and no difference.(4)In terms of teaching link,we found that the three versions of the textbooks had a large number in the before class introduction and after class exercises,and the create new problem problem-posing accounted for a large proportion.Among them,none of the threeversions of the textbooks set up the mathematical activity problem-posing in the before class introduction.The set of class examples and class exercises are less.(5)According to the comparison of specific cases,we found that: in terms of thematic layout,the three versions of the textbooks have related topics to train students to find and ask questions,but there are some differences in the number and distribution;In terms of expression,the New People's Education Edition mainly focuses on the content of knowledge,the Beijing Normal University Press Edition mainly focuses on the promotion of the entire section,and the East China Normal University Press Edition has both;in terms of contact with reality,the New People's Education Edition is mainly concentrated in the front part of the chapter,the Beijing Normal University Press Edition is scattered in each section,and the East China Normal University Press Edition is more extensive.The revelation is: appropriately increase the number of problem posing in the 9th grade textbooks and balance the proportion of problem posing in each grade;properly increase the problem posing of "Graphics and Geometry" and "Statistics and Probability",and arrange the distribution reasonably;appropriately increase the re-explanatory problem-posing and the mathematical activity problem-posing to train students' comprehensive ability;properly increase the problem posing in the class examples and class exercises to enrich the course content;properly increase thematic activities and cultivate problem awareness;appropriately increase the actual content to stimulate learning interest;combined with the actual situation,reasonable arrangements link;appropriately increase teacher guidance and exercise autonomy.