Comparison Of Teaching Materials Of “Synthesis And Practice” In Junior Middle School Mathematics

The comprehensive and practical content is a new content field set up in addition to the compulsory education mathematics curriculum standard(experimental draft)and algebra,graphics and geometry,statistics and probability.Its position is one of the four curriculum content fields in the stage of voluntary education,which should be paid attention to in teaching materials and teaching.The purpose of comprehensive and practical content setting is to cultivate students’ comprehensive use of relevant knowledge and methods to solve practical problems,cultivate students’ problem consciousness,application consciousness and innovation consciousness,accumulate students’ direct mathematical activity experience,and improve students’ ability to analyze and solve problems.By selecting the regional representative and widely used junior middle school mathematics textbooks of Zhejiang Education Edition and East China Normal University edition as the research object,the research problems are identified:(1)what are the similarities and differences and characteristics of the comprehensive and practical contents of different versions of textbooks?(2)By investigating the use of the two editions of teaching materials both teachers and students,what problems be in the content in the teaching materials? How effective is the implementation? Using the research methods of comparative analysis,literature research and investigation research,this paper classifies on the basis of the existing research results,it also makes a comparative analysis from the nine aspects of textbook version information comparison,content selection,text presentation mode,embodiment of core literacy and activity form.Finally,it is supported by the feedback of teachers and students on the use of the two editions of textbooks.The study found that the comprehensive and practical contents of the two versions of junior middle school mathematics textbooks meet the requirements of mathematics curriculum standards for compulsory education(2011 Edition).The material contents of the two versions of textbooks are mostly based on life experience,but the content of Mathematics History(Culture)is less and the structure of activity class is single: Zhejiang Education Edition has the least amount of curriculum thought learning but comprehensive introduction;The comprehensive and practical contents of the Chinese teachers’ edition textbooks are presented in a variety of ways;Through the investigation,it is found that although teachers know the importance of comprehensive and practical content,its implementation effect is not very ideal.Finally,some suggestions are put forward from the two aspects of textbook compilation and teachers’ teaching.In terms of textbook compilation,it is suggested that the content of material selection should be diversified and novel,and more mathematical problems of mathematical history,culture and social natural phenomena should be added.Zhejiang Education Edition should appropriately add the learning content of comprehensive and practical topics: the task of topic learning should be easy to operate.Teachers’ suggestions on teaching should reasonably grasp the effective implementation of synthesis and practice in teaching;Adopt different teaching methods according to the presentation of comprehensive and practical content;Pay attention to the main position of students in teaching activities: according to the comprehensive and practical content,courses in the form of mathematical experiment and mathematical inquiry activities should be added.