The Comparative Study Of "BJNU-edition" And "ECNU-edition" In Middle School Mathematics Textbooks On The Content Of "Rational Numbers"

Under the guidance of the diversified development trend of the curriculum and the principle of "one standard,multiple textbooks",the compilation of textbooks presents a trend of diversified development.Comparative research on the compilation of textbooks has also become a hot topic in current educational research.This article selects the "rational number" content in the two editions of the textbooks of "BJNU-edition" and "ECNU-edition" as the research object,and conducts a comprehensive and detailed comparative analysis from the macro and micro dimensions.Macroscopically,it compares the requirements of curriculum standards,the characteristics of textbook layout,the penetration of mathematics culture,and the core literacy of mathematics.In addition,we interviewed the teachers who used the two versions of the teaching materials,and discussed the characteristics of the two versions of the teaching materials from the perspective of teaching implementers.Through comparative research,this article draws the following conclusions:Macroscopically,(1)Reflecting the requirements of the curriculum standards: both textbooks can better reflect the scientificity,integrity and process of the textbooks.(2)Characteristics of textbook layout: The knowledge content and layout sequence of the two editions of textbooks are roughly the same,and the division of knowledge points in the "ECNU-edition" is more detailed.(3)Mathematics culture: "ECNU-edition" has more content in the history of mathematics,and the presentation mode is only in plain text.The "ECNU-edition" tends to be intuitively presented in the way of communicating mathematical beauty,and the "BJNU-edition " tends to discover.The two editions of textbooks penetrate students’ mathematical thinking methods in a similar way.(4)Core literacy of mathematics: "BJNU-edition " tends to use direct experience,and "ECNU-edition" tends to use indirect experience to obtain a sense of number.The two editions of textbooks are similar in the cultivation of students ’symbol awareness.In the cultivation of students’ computing abilities,the "BJNU-edition" pays more attention to the use of basic knowledge and the formation of basic abilities.Microscopically,(1)Example questions: The number of example questions in each section of the "BJNU-edition" is relatively average,while the gap between the two poles of the "Chinese Teacher’s Edition" is large.The "ECNU-edition" example questions are lacking in the setting of example questions of social life and other subject question situations.⑵ Exercises: Both versions of the textbook focus on basics,and both take the subject without background as the main body."BJNU-edition" has more comprehensive exercises than "ECNU-edition".(3)Knowledge introduction: Direct introduction is a more common introduction method for the two versions of teaching materials,and the background material for knowledge introduction of "BJNU-edition" is more abundant.⑷Illustrations: Two versions of textbooks have the largest number of decorative illustrations.The "BJNU-edition" illustrations are more abundant,and there are more representational illustrations than the "ECNU-edition" teaching materials,but there are no organizational illustrations.⑸Narrator: The number and density of "ECNU-edition" narration are higher,and the form is monotonous.The "BJNU-edition" has a wide variety of narrations and an even number of distributions,while the "ECNU-edition" has a large distribution gap.Based on the above conclusions,the following suggestions are made for the compilation and use of textbooks: ⑴ BJNU-edition: Optimizing the knowledge structure.Focus on knowledge construction.Enhance the process of introducing knowledge.Consider actual classroom teaching.⑵ ECNU-edition: enhance the interest of teaching materials.Optimize question settings.Balance the integration of Eastern and Western historical materials.Adjust the number and type of narration.⑶Recommendations for the two editions of teaching materials: based on "standard".Coordinate social needs,characteristics of mathematics disciplines,and students’ cognitive laws.Strengthen the penetration of mathematics culture and enhance students’ core literacy in mathematics.Choose typical examples and strengthen variant training.⑷Suggestions for teachers to use teaching materials: tap the essence of teaching materials and grasp the editor’s intentions.Compare teaching materials and learn from each other.Based on students,develop teaching materials for the second time.Keep pace with the times and establish the concept of lifelong learning.