A Comparative Study On After-class Exercises Of Junior Middle School Mathematics Textbooks In The Pep Edition And Beijing Normal University Edition

As an important part of mathematics textbooks,math exercises play an important role in consolidating students’ basic knowledge,cultivating students’ basic skills,cultivating students’ core qualities and cultivating students’ innovative thinking.Through the existing research,it can be found that the comparative study of textbook exercises is helpful to improve the science and rationality of textbook compilation and improve the teaching quality of math exercises.From the perspective of advocating the core literacy of mathematics in junior middle school,this study establishes a research framework for the after-school exercises in junior middle school mathematics textbooks,and contributes to improving the quality of the writing of after-school exercises in Chinese junior middle school mathematics textbooks and the quality of the exercises teaching by discovering the differences in the writing of the function content of the mathematics textbooks between the PEP edition and the Beijing Normal University edition.Firstly,the following research questions are established:(1)How to determine the research framework of the function content of junior middle school mathematics textbooks of the PEP edition and Beijing Normal University edition?(2)What are the characteristics of the two editions of the textbook function exercises?(3)What are the differences between the compilation of function exercises in the two textbooks?(4)What are the differences in core literacy between the two editions of the textbook function exercises? By using literature analysis method,the research framework of after-school exercises in junior middle school mathematics textbooks was established from five dimensions: the number of exercises,the type of exercises,the background of exercises,the difficulty of exercises and the core accomplishment of exercises.At the same time,text analysis method and comparative analysis method are used to encode,sort out and test the reliability of the functional exercises of the two editions of textbooks,and the following results are obtained from the perspective of quantitative and qualitative comparison:(1)The section exercises and chapter review questions of the two editions of the textbook are stratified,and the difficulty of the exercises between levels is stepped,but the Beijing Normal University edition is more detailed.(2)In terms of the number of exercises,the total number of exercises of Beijing Normal University edition is larger than that of the PEP edition;The number of exercises in section and chapter of the Beijing Normal edition is also larger than that in the PEP edition,while the number of exercises in the Beijing Normal edition is less than that in the PEP edition.The proportion of extensive exercises in the PEP edition is higher than that in Beijing Normal University edition;The quadratic function of Beijing Normal University edition has the largest proportion of exercises,and the inverse proportional function has the smallest proportion.The PEP education edition has the largest proportion of the first function,and the inverse proportional function has the smallest proportion of exercises.(3)There is little difference between the two textbooks in the type and difficulty of exercises.(4)In terms of mathematics core literacy,the two textbooks pay more attention to the exercise design of three core literacy types,namely reasoning ability arithmetic ability and geometric intuition,in the function content,but do not contain exercises of data concept and space concept;Secondly,the exercise design of the two textbooks in each core accomplishment is similar;In addition,the exercises of each core literacy level 2 accounted for the largest proportion and the exercises of level 3 accounted for the smallest proportion.Finally,compared with the PEP edition,Beijing Normal University edition pays more attention to exercise design with high levels of core literacy,while the PEP edition pays more attention to exercise design with middle and low levels.According to the results of the research,the following suggestions are put forward for the compilation of Chinese middle school mathematics textbooks:(1)Conduct reasonable stratification of exercises according to students’ cognitive rules.(2)Conscientiously study compulsory education mathematics curriculum standards,reasonable design exercise quantity and proportion.(3)Enrich the types and backgrounds of questions,and pay attention to the integrity and inquiry of knowledge.(4)Balance the exercise proportion of each core accomplishment and attach importance to the design of high-level exercise of each core accomplishment.