Comparative Research On The Content Of "measurement" In Mathematics Textbooks For Primary Schools In China, The United States And Korea

Textbook research is the basic way and content of curriculum research.Textbook is the basic carrier of curriculum.The structure,presentation and quantity of textbook content are directly related to teachers' teaching and students' learning.The content of "measurement" is closely related to the application of life,and it is also one of the focuses of the research of mathematics teaching materials.Therefore,it is very necessary and valuable to compare the content of primary school mathematics "measurement".In this study,the measurement content of primary school mathematics textbooks in China,the United States and South Korea were compared,and three representative editions of "Human Education Edition","California Edition" and "science and technology creation edition" were selected.Using the methods of literature,text analysis,comparison and statistical analysis,taking the three primary school mathematics curriculum standards as the starting point on the whole,starting with the compiling style and the organizational structure of the textbooks at the macro level,this paper discusses the differences and commonness in the compilation of the textbooks as a whole;at the micro level,it measures the knowledge distribution,the curriculum content,the total amount and distribution of exercises in the three versions of the primary school mathematics textbooks,These three parts are discussed to compare the similarities and differences of the three countries in the "measurement" content.Through the comparative study,we can get the commonness: first,the content of "measurement" is the key content;second,the teaching methods all attach importance to the students' operation activities;third,the teaching content materials have rich practical background.The differences are shown in the following aspects: first,differences in the scope of graphics;second,differences in the way of arrangement;third,differences in knowledge requirements;fourth,differences in the total amount and distribution of exercises.By comparing the three versions of primary school mathematics textbooks,this paper analyzes the highlights of each version,and helps primary school mathematics teachers in our country to absorb and combine the advantages of different versions of textbooks and innovative teaching methods to put forward guiding suggestions.The teaching arrangement suggestions include: first,increase the links of the game;second,increase the hands-on operation class;third,pay attention to the balance of knowledge and skills.Suggestions for understanding and using the textbook include: first,adding the contents of "measurement" chapter catalog;second,reasonably compiling column types;third,learning the selection and use of different tools;fourth,increasing the connection between theory and practice.