A Comparative Case Study Of Junior High School Mathematics Textbooks Based On Mathematics Key Competence

In recent years,key competence has been a hot topic of research.With the deepening of related research,it is recognized that textbooks are a key intermediary link in the process of implementing the key competence concept,and whether the design and writing of textbooks implement the spirit of key competence well or not largely affects the implementation of the key competence education concept.At present,the state is organizing the revision of compulsory education curriculum standards,and the concept of key competence education will be further extended from the high school level to the compulsory education level,and the subsequent revision of textbooks will certainly involve the implementation of the concept of key competence education and the embodiment of the spirit of key competence.Before the textbook revision process begins,it is necessary to examine how well the spirit of key competence is reflected in the textbooks currently in use,in a spontaneous manner.What should be done that current textbooks already do,and what changes must be made to current textbooks.This is what this research is doing,and the discipline of interest is mathematics.Specifically,this study conducted a systematic and comparative study of the current middle school mathematics textbooks in use with respect to the embodiment mathematics key competence.The textbook editions that were compared were the more widely used People's Education Press and Beijing Normal University Press of junior high school mathematics textbooks.This study provides a macroscopic comparative analysis of the four parts of the two editions of the textbook: number and algebra,graphics and geometry,statistics and probability,and synthesis and practice,in terms of the selection,organization,and presentation of the content.A microscopic comparative statistical analysis was also conducted on the reflection of core mathematical literacy in the introductory system,activity system,practice system and special sections of the two textbook editions.Through the above comparative analysis,this study identifies the strengths and weaknesses of these two versions of textbooks in serving the development of key competence in mathematics.The content of the People's Education Press textbook is more logically organized and rich in types of activities,but the content is presented in a simpler way.The content of the textbook of Beijing Normal University Press is more abundant,emphasis on creating appropriate mathematical contexts and the choice of the content is closely related to real life,but the content organization is not logical enough,and the type of activity is simple.The two editions of textbooks have the problems of unbalanced number of exercises and the great difference in the quantity of the key competence of mathematics.In response to the differences between the two editions of the textbook,this study concludes that in the next revision of the textbook,For PEP:1.The choice of content focuses on integrating with real life.2.The content should be presented in a way that creates a rich context.This is more conducive to the development of mathematics key competence.For the Beijing Normal University Press:1.The organization of the content pays attention to the logical sequence.2.Increase the type of activities.To address the issue that the two editions of the textbook are identical,this study concludes :1.Content and activities related to data analysis literacy should be reasonably increased.2.Increase the type of exercises,enrich the content of exercises.In addition,when teachers use textbooks:1.Read a wide range of textbooks to learn from their strengths and weaknesses.2.Create context with teaching content.3.Make full use of the activities in each section to develop mathematics key competence in a comprehensive manner.