Research On The Development Of The Textbook "Primary School Mathematics Curriculum And Teaching Theory" From 1949 To 2022

Primary school mathematics curriculum and teaching theory are the main disciplines for training primary school mathematics teachers in the new era.The construction of textbooks provides endogenous support for the establishment of a high-level modern primary school mathematics teacher education system.In recent years,under the guidance of the national level strategic deployment,along with the curriculum construction,the construction of "primary mathematics curriculum and teaching theory" textbooks in normal colleges and universities has made remarkable achievements.However,from the requirements of the deepening reform and development of education in the new era,the current construction of "primary mathematics curriculum and teaching theory" textbooks still has the problems of weak research strength,imbalance and insufficient development,This has affected and restricted the educational practice to a certain extent.Therefore,in the opening year of the "Fourteenth Five Year Plan",how to further create high-quality textbooks at a new starting point to meet the needs of the new era to promote the establishment of a modern teacher education system is an urgent problem to be solved.Based on the above background,the purpose of this study is to sort out and analyze the textbooks of "Primary School Mathematics Curriculum and Pedagogy" since the founding of the People’s Republic of China,try to find the historical experience of textbook development,explore the difficulties and deviations faced in the process of textbook development,so as to extract symptomatic and own relief path.Based on the above ideas,this study is divided into three parts:The first part is the review of the development of normal education in the past century and the analysis framework of the textbook "Primary Mathematics Curriculum and Pedagogy".The development of the textbook "Primary School Mathematics Curriculum and Pedagogy" in China shows the imprint of the times,which can not be separated from the educational development background,discipline development background and other factors on which it depends.Therefore,this research first analyzes the relevant literature and policy regulations in different periods according to the logic path from macro to micro,from the research on the development of China’s 100 year normal education,the research on China’s teacher education curriculum The research on subject curriculum and teaching theory in our country,and the research on "mathematics curriculum and teaching theory" in our country,finally focused on the important topic of "primary school mathematics curriculum and teaching theory" textbook research,so as to present the normal education development pattern of more than 70 years since the founding of the People’s Republic of China.Under the macro historical and educational background,the analytical framework of the textbook "Primary Mathematics Curriculum and Pedagogy" is systematically and completely constructed.The second part is the chronological analysis of the textbook "Mathematics Curriculum and Pedagogy in Primary Schools" in China since the founding of the People’s Republic of China.With the historical context of teacher education and the development of related disciplines summarized above as a comprehensive reference,this study divides the historical development of the textbook "Primary School Mathematics Curriculum and Pedagogy" into five stages,namely,1949-1965,1978-1989,1990-2000,2001-2010,2011-2022.The compilation background of the textbook "Primary School Mathematics Curriculum and Pedagogy" at each stage is comprehensively studied by using historical research method,text analysis method,and case study method The five dimensions of publishing overview,editing style,overall content and specific content of textbooks are analyzed to restore the development pattern of textbooks at different stages,and summarize the historical characteristics of the development of textbooks at different stages.The third part is the summary of the historical experience of the development of the textbook "Primary School Mathematics Curriculum and Pedagogy",the review of the development dilemma and the construction of the development strategy.Based on the exploration of the historical origin of the textbook "Primary School Mathematics Curriculum and Pedagogy",this research vertically combs and summarizes the historical experience of the textbook development from five perspectives: the development path of the textbook,the direction of compilation and research,the compilation concept,the cultivation concept,and the theoretical system,and examines the development dilemma of the textbook from the perspectives of value,theory,content,and governance.In view of the existing problems such as the lack of Chinese discourse system construction of textbooks,insufficient supply of endogenous theory quality of textbooks,insufficient integration of textbook content and structure,and the need to further optimize the effectiveness of textbook governance,the author proposes his own relief strategy for the textbook of "Primary School Mathematics Curriculum and Pedagogy" and the textbook of subject curriculum and pedagogy: to plant the local reality of China,and to strengthen the textbook value position;Grasp the basis of discipline logic and strengthen the supply of teaching material theory;Surpassing the level of marginal disciplines and unifying the content system of textbooks;Innovate the governance mechanism of teaching materials and reconstruct the development ecology of teaching materials to better meet the needs of teacher education development at a new historical starting point.