Analysis And Research Of Situational Materials In Junior Middle School Mathematics Textbooks From The Perspective Of PISA

The "Compulsory Education Mathematics Curriculum Standards" pointed out: "In the process of mathematics teaching,it is necessary to create problem situations that can help students learn independently so as to encourage students to learn actively." Textbooks are the most basic and most important resource in the process of mathematics teaching.If contexts are created in textbooks that can encourage students to learn actively,then classroom teaching efficiency can be improved.Therefore,it is necessary to analyze and research the contextual materials in textbooks.As an international large-scale evaluation project,PISA mainly evaluates whether students can use mathematics knowledge to solve real-life problems before completing their compulsory education.This is consistent with the evaluation core of mathematics courses and the pursuit of context.Therefore,The PISA mathematics literacy assessment can be used to analyze and study the Beijing Normal University version of the junior high school mathematics textbook.This research is based on the types and characteristics of the situation in the PISA mathematics literacy assessment framework.Through text research,the number of different situation categories in the junior high school mathematics textbook of Beijing Normal University is counted,the presentation of the situation is analyzed and the situation material is summarized in the selection and design.Questions,and then survey teachers and students through questionnaire surveys,and finally put forward a strategy for the development of situational materials,and write two typical cases for the strategy.The main conclusions are as follows:(1)The proportions of the four types of contexts in textbooks are roughly close to 25%;(2)the presentation methods of contexts in textbooks include pictures,games and text;(3)the selection of contexts in textbooks is fictitious,unfairness and lack of contemporary phenomena,lack of coherence in design and low compatibility with mathematical content.(4)The situations that students expect more in their minds are related to the reality of their lives,are vivid and interesting,and can trigger their own thinking;teachers believe that the selection of situations needs to be more authentic and contemporary,and it needs to be closely related to teaching Goal to design the situation.Based on the above results,the following strategies for developing contextual materials are proposed:(1)Mining contextual materials from real life;(2)Mining contextual materials from social hot spots;(3)Mining contextual materials from mathematical culture;(4)Combining the characteristics of students to enhance the interest of the situation;(5)Each module should distribute different situations in a balanced manner;(6)The situation design should be combined with teaching goals;(7)The situation design should reflect continuity.This research is expected to provide suggestions for textbook writers to compile contextual materials.On the other hand,it is expected to provide suggestions for frontline teachers to independently develop contextual materials.