A Comparative Study On The Part Of Mathematics Equations In Junior Middle School

Teaching materials are an important tool for students to obtain systematic knowledge,develop intelligence and improve the awareness of ideology and morality in school and the main gist to teach and learn in school.In the early 2000s,the basic education reform in China implemented "one standard and more versions" and has made beneficial attempts in how to develop students' ability,cultivate students,mathematical spirit and strengthen the application consciousness in mathematics teaching materials over the past ten years.The comparative study on teaching materials has become a hot topic in the research field of educational research,and the comparison of exercises which are the important part of the teaching materials also becomes a common practice.However,there is still no comparative study on the equations which are the core contents in junior high school.On the basis of it,the author compares the exercises of equations in mathematics teaching materials of junior high school in "JSKJ Version" and "ECNU Version" by comprehensively applying literature research method,questionnaire survey method,comparative study method,and hopes to put forward opinions and suggestions on the designing and compilation of exercises of mathematical equations of junior high school.By comparing the exercises of mathematical equations in "JSKJ Version" and "ECNU Version",the following conclusions are as follows:(1)The amount of exercises in "JSKJ Version"(388 exercises)is larger than that in "ECNU Version"(321 exercises);(2)In terms of the types of exercises,the textbooks in two versions are mainly calculation questions with less gap filling;there are less short answer questions and more application questions in "JSKJ Version";(3)In terms of the mode of presentation,the linguistic style of "ECNU Version" is closer to students than "JSKJ Version",and the amount of illustrations in "JSKJ Version" is more than that in "ECNU Version”;but the illustration quality in "JSKJ Version”is better than that in“ECNU Version",and the proportion of physical images in "ECNU Version" is less than that in"JSKJ Version":(4)In terms of difficulty,the level of "background" "calculation" and other dimensions in "JSKJ Version" is higher than that in "ECNU Version",but the contents of"exploration" "inference" and '"knowledge point" are higher than that in "JSKJ Version";(5)In terms of implementing the concept of Curriculum Standards(Edition in 2011),two versions have well implemented the core concepts such as "computational capability","symbol consciousness" and "application consciousness",but "ECNU Version" is better than "JSKJ Version" in implementing "computational capability" and "innovation consciousness".Through the questionnaire survey on students,the following conclusions about the exercises of equations in the two versions of textbooks are as follows:(1)The amount of questions in"JSKJ Version" is rather large;(2)The overall difficulty of "JSKJ Version" is lower than that of"ECNU Version";(3)The expression of exercises in "ECNU Version" is more popular among students;(4)The calculation burden of "JSKJ Version" is too heavy.Through the questionnaire survey on teachers,the teachers ' general evaluations on the equation exercises in "JSKJ Version" are as follows:(1)The overall difficulty of the exercises is above-average;(2)The amount of questions is too large and the proportion of basic questions is too low;(3)The calculation burden of exercises is too large;(4)Exercises closely connect with the practical lives of students;(5)The exercises perform well in implementing the core concepts of "symbol consciousness" and "application consciousness" in Curriculum Standards(Edition in 2011),and need further development in implementing the"number sense","model thought" and"innovation consciousness".Based on this,the author puts forward the following suggestions on compiling the exercises of mathematical equations of junior middle school:(1)The calculation questions shall be simplified;(2)The mode of presentation shall be improved;(3)The calculation burden shall be reduced;(4)More basic questions shall be matched;(5)The implementation of Curriculum Standards and new concepts of course reform shall be focused on.