Analysis Of High School Mathematics Textbooks From The Perspective Of Theory Of Knowledge

In the context of curriculum reform,the current high school mathematics textbooks have been updated,the new version of high school mathematics textbooks have been compiled and published in 2019.The 2019 version of the high school math textbook is very different from the 2007 version of the high school math textbook,and grasping the characteristics of the new version of the textbook will help improve the effectiveness of teaching activities.At the same time,textbook analysis and research has been paid attention to gradually,and for the textbook analysis perspective is rich and diverse.As the carrier of knowledge,textbooks carry out the analysis and discussion of textbooks from the perspective of knowledge theory,which is the investigation and analysis of the return of knowledge itself.This study uses the literature method and content analysis method to carry out the research on the first volume of general high school textbook·mathematics(version A of people's education press).From the perspective of knowledge theory,we analyze the textbooks in three different dimensions: knowledge view,knowledge type and knowledge presentation mode.The study found that the two kinds of knowledge view contained in this book textbook,namely,the representationalism concept of knowledge and the enactivism concept of knowledge,the knowledge in the textbook is the combination of "the characterization of the result and the generation of the process",and the two different knowledge concepts are embodied and complement each other in the textbook.In the knowledge type,this study selects L·W·Anderson and others' knowledge classification as the main basis for analysis,and the study finds that textbooks have comprehensive and systematic overall characteristics in knowledge type,and at the same time,they also have the specific characteristics of reflecting various types of knowledge and supporting columns in the same subject.In the way of knowledge presentation,this volume of textbooks focuses on the development of students' learning and literacy,mainly inductive,contextual,graphic combination of presentation characteristics.The study found that in the first new edition of high school mathematics textbooks,Two knowledge views of representationalism and enactivism are compatible,the textbook embodies four types of knowledge but has some emphasis,the textbook strengthens the student's cognition but pays less attention to introspection cognition,textbook knowledge presentation is more in line with the students' mathematics learning psychology.Based on the research results and the position of students learning knowledge,this study puts forward some suggestions for teachers to use the new version of textbooks.One is to examine textbooks from the perspective of knowledge theory,the other is to strengthen the pedagogy processing of textbooks,the third is to focus on seeking the cultivation of students' introspective cognitive ability,and the fourth is to strengthen the knowledge transfer guided by mathematical ability.