A Comparative Study Of Realistic Problem Setting In Mathematics Textbooks Of Junior High Schools In My Country

There is a very close relationship between students' mathematics performance and mathematics textbooks.Under the background of the new round of mathematics curriculum reform,it is of great significance to study realistic problem context in Chinese mathematics textbooks,so as to improve the quality of the realistic problem context in Chinese mathematics textbooks and improve students' mathematics performance.The main research questions are as follows:(1)What are the similarities and differences in the types of context in the current ten editions of junior high school mathematics textbooks in China?(2)What are the similarities and differences between the authenticity of context and the necessity of context in the current ten editions of junior middle school mathematics textbooks in China?(3)What are the similarities and differences between the authenticity of illustrations and the necessity of illustrations in the current ten editions of junior middle school mathematics textbooks in China?In order to study the above problems,ten junior high school mathematics textbooks published under the mathematics curriculum standard of compulsory education(2011 Edition)were selected as the comparative objects,including the People Education Press Edition,Beijing Normal University Edition,East China Normal University Press Edition,Zhejiang Education Press Edition,Hunan Education Press Edition,Jiangsu Phoenix Science and Technology Press Edition,Qingdao Edition,Shanghai Science and Technology Press Edition,Shandong Education Press Edition and Hebei Education Press Edition.Each edition selects the realistic problem context in the three knowledge chapters of “Linear Function”,“Pythagorean Theorem”and “Data Analysis” as the specific content of comparison.First of all,using the literature analysis method,on the basis of existing research,this paper constructs the context analysis framework of realistic problem context from five dimensions: the type of context,the authenticity of context,the necessity of context,the authenticity of illustration and the necessity of illustration.The analysis framework is further applied to code the realistic problem context in the ten editions of textbooks.The reliability of the coding is verified.Finally,the text analysis method and comparative study method are used to quantitatively analyze and compare the realistic problem context coding in the ten editions of textbooks.Through the analysis and comparison of realistic problem context in ten editions of junior middle school mathematics textbooks in China,the following research conclusions are obtained:(1)From the perspective of the type of context: the four types of situations in the ten editions of textbooks all show the distribution form of “personal context is the most important,occupational context is the second,social context is the third,and scientific context is the lowest”.The characteristics of each type of context setting in the ten editions of textbooks are not obvious.(2)From the perspective of the authenticity of the context: the proportion of constructive context in the ten editions of textbooks is far ahead,while the proportion of quasi real context and complete real context is very small.The proportion of real context in the textbooks of People Education Press Edition is slightly higher,There is no significant difference in the distribution of different authenticity context in the other nine editions of textbooks.(3)From the perspective of the necessity of context: in the ten editions of textbooks,the three kinds of necessary temperament situations all show the distribution form of “relevant and essential context first,unrelated and absolutely necessary context second”.The proportion of high level absolutely necessary context is not high.The distribution of Hebei Education Press Edition and Shanghai Science and Technology Press Edition is the same,that of Beijing Normal University Edition and Qingdao Edition is the same,and there is no significant difference in the distribution of different necessity context in the other six editions of textbooks.(4)From the perspective of the authenticity of illustrations and the necessity of illustrations,it can be seen that the authenticity level of illustrations is high and the necessity level is low in Shanghai Science and Technology Press Edition,East China Normal University Press Edition,Hunan Education Press Edition and Zhejiang Education Press Edition,with no significant difference.Beijing Normal University Edition,Shandong Education Press Edition,Qingdao Edition,People Education Press Edition and Hebei Education Press Edition five edition textbook illustration necessity level high level of authenticity is relatively insufficient,there is no significant difference.High level of necessity and moderate level of authenticity for illustrations in Jiangsu Phoenix Science and Technology Press Edition.Based on the research results and conclusions,the following four suggestions are put forward for the compilation of realistic problem context in Chinese junior middle school mathematics textbooks:(1)Appropriately highlight the personalized features of the setting of realistic problem context in mathematics textbooks;(2)Effectively improve the authenticity of the setting of realistic problem context in mathematics textbooks;(3)Moderately strengthen the necessity level of setting realistic problem context in mathematics textbooks;(4)Reasonably regulate the authenticity and necessity level of illustrations of realistic problem context in mathematics textbooks.