A Comparative Study On The Content Of Mathematics Textbooks Of Grade One In China,Singapore And Japan

Compulsory Education Curriculum Scheme(2022 Edition)clearly mentions that the design of curriculum standards should strengthen the connection between school segments,pay attention to the connection between early childhood education and primary education,and rationally design the curriculum of primary school grades one to two based on students’ cognitive development level.Textbooks,as the carrier and main learning materials of curriculum implementation,play an important role in promoting the connection between young and old.The content and form of the first-grade mathematics textbook have an impact on students’ future mathematics learning.Therefore,paying attention to the comparative study of the compilation of mathematics textbooks for the first grade of primary school can make full preparations for the smooth connection between preschool education and primary education,and also provide thinking and reference for the compilation of textbooks.In this study,the content analysis method and comparison method are used to establish analysis categories with the structure of "number and algebra","figure and geometry","data statistics" and "common quantities".After reliability and validity test and coding statistics,the content distribution,writing style and specific content cases of the third edition of the first grade mathematics textbook are studied respectively.After quantitative and qualitative analysis,the research conclusions and suggestions are drawn.The specific research conclusions are as follows:First of all,on the level of content distribution,the overall content distribution of the third edition textbooks and the content distribution in various fields show related characteristics.In the overall content distribution,the textbook of People’s Education Edition is characterized by "fewer examples and more exercises",the textbook of Tokyo Edition is characterized by "fewer examples and fewer exercises",and the textbook of MC Edition is characterized by "more examples and fewer exercises",which is the main reason for the difference in the proportion of all fields in the textbooks of People’s Education Edition,Tokyo Edition and MC Edition.In addition,it is found that the content distribution of textbooks published by People’s Education Press is continuous,the textbooks published by Tokyo Press are staged and the textbooks published by MC Press are territorial.Secondly,there are similarities and differences in the writing style of the three editions of textbooks.The overall writing style of the three edition of textbooks is highly homogeneous,but the setting of "self-evaluation" in the textbook of People’s Education Edition,the setting of "learning guide map" in the textbook of Tokyo Edition and the detailed explanation of how the student guardian uses the textbook in the preface of the textbook of MC Edition are all the characteristics of the three edition of textbooks.In the unit writing style,the three editions of textbooks have formed a complete and coherent system,so there are strong differences.The setting of columns on the history of mathematics in the People’s Education Edition textbook,the setting of interesting unit titles from the students’ point of view in the Tokyo Edition textbook,and the setting of "Put On Your Thinking Cap" in the MC Edition textbook are also the characteristics of each edition textbook.Thirdly,in the specific content cases,the three editions of the textbook "Cognition of Numbers" all pay attention to the transfer and application of new knowledge.In the calculation strategy of numbers,the Tokyo edition of the textbook presents the characteristics of single strategy,while the People’s Education Edition and MC edition of the textbook present the characteristics of flexible and diverse strategies.In addition,in this part of the content,all three editions of textbooks use intuitive models for visual representation to help students solve problems.Finally,the research enlightenment and suggestions of this study are put forward.curriculum designers can consider setting more detailed and specific young convergence goals,implementation paths and evaluation,textbook writers can consider reducing the content of the first semester of grade one,increasing the setting of topics related to students’ life situations,and enhancing the content of gamification settings.At the same time,they can also consider compiling a guide for students’ guardians to use textbooks to promote family-school co-education.Teachers should pay attention to the psychological changes of students’ transition from children to children,and actively explore the teaching path to promote the connection between early childhood education and primary education.