| Students,teachers and textbooks are the three key elements in the course implementation process.Among them,textbooks play an important intermediary role in classroom teaching,which is the main tool for teachers to carry out teaching and also provides basic guidance for students' learning.TIMSS measures the textbook as one of the resources for students to obtain learning opportunities,and analyzes and evaluates students' learning opportunities through the analysis of the content of the textbook.Mathematics Curriculum Standard of Senior High School(2017 Edition)requires that textbook writers should pay attention to the readability of textbooks,so that readers can have smooth dialogues with them.As the expression form of the content of the textbook,the "discourse" in the textbook plays an important role in the process of reading the textbook.With the arrival of the new school year in 2020,the "6+1" set of high school mathematics textbooks compiled according to the new curriculum standards of the Ministry of Education have been unveiled.The Shanghai Educational Publishing House(PEPH)Edition of textbooks is the first time in 30 years that the textbooks are based on the national high school mathematics curriculum standards,and the People's Education Press(PEP)Edition of textbooks is the most widely used.In this study,MDITx analysis framework is used to try to compare the mathematical discourses in the functional chapters of the new and old textbooks of PEP A edition,the old and new textbooks of PEPH edition,and the new textbooks of PEP A edition and PEPH edition,in order to answer:(1)What are the characteristics and similarities and differences in mathematical discourses of the old and new textbooks of PEPH edition?(2)What are the characteristics and similarities and differences in mathematical discourses of the new and old textbooks of PEP A edition?(3)What are the characteristics and similarities and differences in mathematical discourses of the new textbooks of PEP A edition and PEPH edition?The results show that the four editions are consistent in the overall level of mathematical discourse.(1)Compared with the old textbook of PEP A edition,the new textbook of PEP A edition pays more attention to guiding learners to pay attention to the essence of know ledge,pays more attention to the connection between knowledge points,the object of the problem is more clear,pays more attention to the summary of process and method,and there is little change in the setting of knowledge points.(2)Compared with the old textbook of PEPH edition,the new textbook of PEPH edition has a stronger interaction with learners,adjusts the definition and expression of some mathematical concepts,and tends to define learning objects from the perspective of conceptual meaning,with more rigorous mathematical discussion.(3)Compared with the new textbook of PEPH edition,the new textbook of PEP A edition has richer mathematical discourse types,more balanced distribution,and pays more attention to the characteristics and methods of learning objects.The new textbook of PEPH edition attaches importance to the meaning of the learning object and pays attention to the general proof and generalization of the learning object from the special to the general.The research puts forward some suggestions from the two aspects of the textbook users and the textbook writers: in the process of using the textbook,teachers should grasp the intention of mathematical discourse and make the textbook become the "good helper" of teaching;Students seize learning opportunities and use textbooks as "information sources" for acquiring knowledge.Textbook editors can improve the scientificity and readability of textbooks through mathematical discourse. |
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