Comparative Study Of Chinese And British Primary School Mathematics Textbooks And Classroom Use

"The foundation of a country cares about education.The foundation of education is the textbook." Textbooks,are professional teaching books compiled based on national curriculum standards.They are also the most important reference material for teachers to organize teaching activities and an important auxiliary tool for students to carry out learning activities.They play an irreplaceable role in the classroom.And use directly affects the growth of individuals,and is related to the development of society and the future of the nation.Based on the comparison of the fourth grade textbooks of elementary school mathematics between China and Britain,this article selects the People's Education Press and the Oxford University Press,which are universally representative in China and the United Kingdom,respectively,from the two aspects of textbook compilation and the use of textbooks in the classroom.In-depth comparative research is provided in order to provide a useful reference for the reform of primary school mathematics curriculum and teaching in our country.The main points of this paper are as follows:The first part compares the textbook compilation in China and Britain from three aspects: frame structure,content design and presentation form.The study found that:in terms of the framework structure,the two editions of textbooks have roughly the same compilation style and rich and diverse column settings,but the difference lies in the cataloging methods and column types.With the three major fields of algebra,graphics and geometry,statistics and probability,and the distribution ratios of different fields are basically the same,but the breadth and depth of knowledge in different fields are different,the People's Education Press also specifically opens up the areas of synthesis and practice;in terms of presentation methods Compared with the Oxford University Press version,the People's Education Press version is more in line with the characteristics of children's psychological development in terms of language sentence patterns,problem situations,and illustration design.The second part compares the use of the two version textbooks of teaching materials in Chinese and British classrooms.The author firstly compared the views of Chinese and British teachers on textbooks through interviews and literature analysis,and found that Chinese teachers are more dependent and loyal to textbooks than British teachers.Then take the teaching of the fourth grade "Measurement of Corners" as an example.It is found that the presentation of knowledge points in the classroom by the teachers of the two countries basically follows the order of the teaching materials,and certain additions,deletions and expansions will be made to the content of the teaching materials as needed.British teachers are more in-depth knowledge expansion,and will organize a large number of exploratory activities in the classroom to cultivate students' hands-on ability and creative thinking.The last part summarizes the comparison results and analyzes the causes,and puts forward some suggestions for the textbook: The textbook column setting can be more diversified,the content of related math activities and math games should be increased,and the proportion of textbooks should be appropriately reduced.Knowledge capacity,etc.;the use of textbooks by teachers,on the one hand,must realize the transition from "textbooks" to "teaching with textbooks",and on the other hand,they must be wary of the long-term neglect of textbooks in the UK,which has led to a decline in the quality of mathematics education.In addition,the author also suggests that the teaching materials should be matched with relevant learning tools to assist students in carrying out math games in the classroom.