A Comparative Study On The Content Of The Questions Raised In The Junior Middle School Mathematics Textbooks

Since the 21 st century,science and technology have developed rapidly,and the country and society have increasingly demanded innovative talents.The cultivation of the ability to raise questions can promote the cultivation of innovation ability.The general goal of compulsory education curriculum standards has always advocated the cultivation of the ability to implement problems.Therefore,the problem raised has gradually developed into a hot spot in the field of mathematics education,both in teaching and in teaching materials.The research methods used in this study are literature review,text analysis and comparative research.This research selects four versions of junior high school mathematics textbooks:People's Education Edition,Beijing Normal University Edition,Su Ke Edition and China Normal University Edition as the research objects.Compare the contents of the questions raised in the four editions of the textbooks so as to better grasp the current status of the questions raised in the four editions of mathematics textbooks.It is helpful for each version of the textbooks to learn from each other,and to better improve the questions raised in the math textbooks.The total number of mathematics questions,the total number of mathematics questions raised,the type of question raised,the teaching link in which it belongs,the domain of knowledge to which it belongs,and the actual situation contained in it are the six research dimensions of this research.The above four versions of mathematics textbooks are systematically analyzed and compared according to the above analysis dimensions,and the following common points are found:(1)The number of questions in each version of the mathematics textbook is far greater than the number of questions raised;(2)The number of questions raised in each version of the mathematics textbook is unevenly distributed in each grade,showing the highest number of grades and the lowest number of ninth grades;(3)In each version of the mathematics textbook,the question proposed and compiled in the three dimensions of the type,the teaching link and the distribution of the knowledge domain are all unbalanced.The differences between the four editions of textbooks are as follows:(1)Mathematics textbook of the People's Education Edition focuses on the compilation of guess-type questions;(2)Mathematics textbook published by Beijing Normal University focuses on the compilation of open questions;(3)The teaching link in which the problem of proper balance is raised;(4)Although the mathematics textbook of the Chinese Normal University version contains fewer questions about realistic situations,it is more evenly distributed among the grades.Based on a comparative study of the contents of the above-mentioned research object issues,the author makes the following suggestions:(1)Appropriately increase the number of questions asked in the textbook compilation;(2)Reasonably enrich the types of questions raised;(3)The teaching link in which the problem of proper balance is raised;(4)The field of knowledge in which the problem of reasonable allocation is raised;(5)Enriching questions and presenting the assignment of realistic situations.