A Comparative Study Of The Inquiry Section Of Mathematics Textbooks In Chinese And Australian High Schools

Mathematics inquiry activity is one of the five subjects of compulsory course,which is an important part of mathematics teaching in senior high schools.The new curriculum standard points out that it advocates the study of mathematics curriculum in senior high schools through independent thinking,self-learning,cooperative communication and other learning methods.It is hoped that students' interest in learning mathematics can be improved,their confidence in learning mathematics can be enhanced,their good habits of mathematics learning can be formed,and their ability of autonomous learning can be developed.Hope to help students to set up a scientific spirit that dares to question,be good at thinking and rigorous and realistic,constantly improve the practical ability,enhance the sense of innovation and recognize the scientific value,application value,cultural value and aesthetic value of mathematics.Mathematical inquiry,as a kind of important mathematical activities,plays an important role in cultivating students' literacy.At the same time,senior high school mathematics curriculum requires that mathematical inquiry activities be properly arranged in the content of mathematics.This paper attempts to study from the macro and micro dimensions of mathematics inquiry content in textbooks.Macroscopically comparing the quantity distribution and arrangement characteristics of the two editions of textbooks in the mathematics inquiry section.At the micro level,Analytical Framework of Mathematical Inquiry Content Based on the Research Results of the Subtopic "Comparative Study of Mathematical Textbooks for High Schools in Major Countries" of the National Social Science Foundation's "Eleventh Five-Year Plan" Annual Educational Key Topic "Comparative Study of Mathematical Textbooks for High Schools in Major Country",to compare the characteristics of mathematics inquiry plate in Chinese PEP Edition and Australian HM Edition of senior high school mathematics textbooks.The main research questions of this study are: First,what are the similarities and differences between the Chinese and Australian mathematics textbooks in the compilation of mathematics inquiry sections? Second,what is the enlightenment of the advantages of Australia's high school mathematics inquiry plate to China's actual mathematics inquiry teaching? By comparing the contents of mathematical inquiry in the two sets of textbooks,the similarities and differences in presentation and organization of the two sets of textbooks are drawn: the number of mathematical inquiry sections is different,the number of mathematical inquiry columns in the textbooks published by the People's Education Press is more,but the number of mathematical inquiry questions is less,and the number characteristics of HM textbooks are opposite;the layout characteristics are different,and the order of each inquiry column in the two editions of textbooks is different.Different situation types,more real situation problems in HM textbooks;different question patterns,more interrogative questions in our country,and HM textbooks use more declarative sentences to state problems;different contexts,more uniform distribution of functions in the mathematical inquiry section of the People's Education Press;HM textbooks prefer to use mathematical inquiry as a new knowledge application;different types of inquiry activities,HM textbooks use more declarative sentences to state problems and more experiments and project exploration.The two editions of the textbooks have the same arrangement of mathematical information,organizational forms of activities and types of questions.Finally,on the basis of comparing and analyzing the similarities and differences between the two sets of textbooks,this paper puts forward some pertinent suggestions,advocating that the compilation of textbooks' inquiry content should increase the number of inquiry column questions and improve the depth of inquiry;integrate the real situation inquiry problems into the real situation,strengthen the contact with the actual situation;attach importance to team inquiry content and cultivate the ability of cooperation;enrich the types of mathematical inquiry activities This is the case.Based on this suggestion,this study makes two teaching designs as a reference for inquiry teaching of mathematics.I hope this paper can be helpful to the front-line teachers in mathematics inquiry teaching,and improve the inquiry consciousness and inquiry ability of middle school students in our country.