| Textbook is the core teaching material of the course,as well as the important basis and reference of the teaching activities.In the primary school Mathematics,the content of geometry can help students to understand,describe and communicate the living space more clearly and deeply.It is also one of the focuses of the curriculum reform of primary school Mathematics in many countries.In the current researches,the systematic comparative study of textbooks focusing on specific curriculum area is still a hot topic.However,after the revisions of the curriculum standards in China and the United States,there are few comparative studies on the field of “graphics and geometry” in the Mathematics textbooks of primary school.In order to solve these problems,this study selects the Jiangsu version and the California version of primary school Mathematics textbooks as the comparison object and the field of“graphics and geometry” as the comparison content to compare the Chinese and the American primary school Mathematics textbooks.By comparing the characteristics and the differences of curriculum concepts,curriculum objectives and curriculum contents,we can understand the advantages and limitations of the compilation and the arrangement of the textbooks in the two countries.In the process of comparison from an international perspective,we can deepen the understanding of primary school Mathematics and geometry courses in China and the United States.At the same time,the comprehensive reflection based on the comparative analysis can trigger teachers and teaching researchers to think about the compilation of primary school Mathematics textbooks and the construction of school-based textbooks.This research adopts literature method,content analysis method and comparison method to carry out the research,according to the following train of thought.Firstly,this paper collects,collates and analyzes the existing achievements in the comparative study of textbooks at home and abroad by using the literature analysis method,and makes a rational reflection on the comparison of the international Mathematics curriculum standards,the comparison of the international Mathematics textbooks and the latest progress of the development of“geometry”.Secondly,it compares and analyzes the overall frame structure,curriculum objectives and content standards of Chinese and American Mathematics curriculum standards from a macro perspective.Thirdly,the research makes a comparative analysis on the content of“graphics and geometry” in Chinese and American primary school Mathematics textbooks from the aspects of arrangement and content difficulty,and explains the similarities and the differences in content compilation,arrangement and difficulty setting between the two versions of textbooks.Finally,the research summarizes and reflects on the results of the comparison,discusses and studies the key issues in the process of compiling and arranging contents of textbooks,and draws the basic conclusions and enlightenment of this study.This research finds the similarities and the differences between the two versions of textbooks from the aspects of the infiltration of curriculum standard requirements,the way of textbook compilation,and the setting of textbook contents,which reflected the differences of cultural inheritance and value orientation in the aspects of curriculum cognition and implementation in different regions.Paying attention to these similarities and differences is beneficial for teachers to grasp the essence of teaching in relevant teaching and to explore teaching ideas and diversified teaching possibilities.However,there are some limitations in theanalysis of the results of this study.For example,how to make use of a more perfect comparison model to better combine qualitative research with quantitative research,so as to explain the results of statistical calculation more comprehensively and explain the problem accurately is a problem that researchers can continue to study in depth in the future. |
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