The revised textbook will also have the main characteristics of the experimental textbook.
That is 1. The teaching content arrangement of each part embodies the teaching concept of mathematics education advocated by the curriculum standard. For example, attach importance to developing students' sense of number, embody the diversity of algorithms and cultivate students' computing ability; Provide richer contents and materials about the spatial relationship of objects, and develop students' spatial concept; Strengthen the teaching of statistical significance and function, and cultivate students' concept of data analysis; Design rich, vivid and interesting comprehensive practical activities to help students accumulate experience in mathematics activities and gradually form application consciousness, innovation consciousness and problem-solving ability.
2. Design activities and learning materials according to students' existing experience, pay attention to students' experience of knowledge, and gain an understanding of knowledge.
3. The development of teaching content reflects the formation process of knowledge as much as possible, and provides students with opportunities to accumulate experience and learn mathematical thinking methods in mathematical activities.
4. Pay attention to independent exploration and cooperative learning methods.
5. Pay attention to open teaching methods and provide rich resources for teachers to organize teaching creatively.
6. Set up "Mathematics Wide Angle", and arrange the content of infiltrating mathematical thinking methods, so that students can learn mathematical thinking step by step and improve their problem-solving ability.
7. Combine the teaching contents of each part to cultivate students' problem-solving ability.
Through this revision, the textbook will present some new features. Take two revised textbooks for Grade One in Senior High School that have been submitted for approval as an example, which mainly include:
1. According to the law of primary school students' learning mathematics, reflecting the reasonable teaching order and rhythm is more conducive to students' understanding of mathematical knowledge and the formation of mathematical ability.
According to the opinions and suggestions on the arrangement of experimental teaching materials, the appearance order, example setting, presentation mode and exercise design of each part are carefully analyzed, and the appearance order and teaching rhythm of some teaching contents are adjusted to make it more in line with the law of primary school students' learning mathematics, which is more conducive to students' understanding of mathematical knowledge and forming mathematical ability. For example, the order of the teaching contents of the first-grade books is adjusted, and the "position" is transferred to the first-grade books, and the "classification" is transferred to the second-grade books as the teaching contents of "statistics". For another example, the specific teaching of some knowledge has also been arranged more in line with the learning rules, such as the teaching of "10" in the first volume of Senior One, and new arrangements have been made to make it more in line with the learning rules, which is conducive to the transfer of knowledge and the development of students' thinking ability.
2. Strengthen the infiltration of mathematical thinking methods, and pay more attention to let students gain experience in mathematical activities.
This textbook revision focuses on the implementation of the "Four Basics" curriculum goal proposed by the curriculum standard (20 1 1 Edition), especially on the implementation of students' "basic ideas" and "basic activity experience". Regarding "acquiring the basic ideas of mathematics", the measures taken in this textbook are in two aspects: first, infiltrating various thinking methods in the teaching of all parts of knowledge in various content fields; The second is to set up a "mathematical wide angle" unit in each textbook of grades two to six, and infiltrate important mathematical thinking methods in an intuitive way. In the textbooks of the lower grades of primary schools, students are generally allowed to feel and understand some mathematical ideas through infiltration. In the revised textbook for senior one, every part of knowledge learning is permeated with mathematical thoughts, such as symbolic thinking, model thinking, reduction thinking, reasoning thinking, functional thinking, statistical thinking and set thinking. The "What's the ratio" in Unit 3 "1~5 Understanding and Addition and Subtraction" in the first volume of Senior One makes students go through the symbolization process from concrete to abstract, permeating the statistical thought and one-to-one correspondence thought. For example, Example 3 of Unit 7 "Looking for the Law" in the second volume of Senior One explores the changing law of numbers in combination with the changing law of graphics and permeates the model idea. In the design of exercises, we should also pay attention to increasing the content of thinking and infiltrating mathematical thinking methods. For example, the 1 question in Unit 4 Exercise 8 "Understanding Numbers within100" in the second volume of Senior One. By asking students to count the same number of clips with different placement forms, the number of objects in 10 can be counted more accurately and conveniently, and the simplicity and rationality of the mathematical method can be understood.
In order to let students "gain the experience of basic mathematics activities", the revised textbook not only provides "comprehensive and practical theme activities", but also designs more teaching activities, hoping to urge teachers to organize more inquiry learning activities in the classroom, and try to let students participate in them, so that students can experience the formation of knowledge and accumulate experience in mathematics activities through hands-on operation and inquiry activities. For example, Unit 1, Book 2, Senior One, Understanding Graphics (2), arranging exploration activities of combined graphics (Example 3), so that students can understand the relationship between graphics in the process of exploring combined graphics, accumulate experience in exploring graphic characteristics and graphic transformation, and promote the development of students' spatial concepts.
3. Strengthen the cultivation of "four abilities" to provide clear clues and steps for cultivating students' problem-solving ability.
From the investigation of the use of experimental teaching materials, we find that teachers have many problems or puzzles in how to cultivate pupils' "four abilities" through mathematics teaching. There are many reasons for teachers' confusion and even some deviations in teaching. It can be roughly summed up in three aspects: ① Teachers did not accurately grasp the teaching concept of "solving problems", and then failed to well understand the measures taken by experimental textbooks to implement the curriculum goal of "solving problems". ② Teachers still lack effective experience in cultivating students' "four abilities". (3) The arrangement of experimental teaching materials is blunt or naive, which does not provide rich and effective cases for teachers. To this end, this textbook revision, we will cultivate students' "four abilities" as one of the important revision contents, and reflected in the revised textbook as follows:
(1) further strengthen the cultivation of problem-solving ability in all content fields, and organically combine the teaching of cultivating students' "four abilities" with the teaching of mathematics knowledge in all parts. For example, in the teaching of understanding figures, numbers and finding laws, examples are arranged to solve problems by using what they have learned, which provides necessary materials and cases for cultivating students' "four abilities".
(2) Step by step to provide general steps to solve problems and teach students the basic methods to solve problems. From the first volume of senior one, the teaching materials gradually let students learn and understand the steps to solve a math problem. That is, to understand the realistic problem situation and find the mathematical problem to be solved (what knowledge is there in the textbook? ) tips. Analyze problems, find solutions and solve them (the textbook is generally "How to answer?" Hint. )-test and review the results and solutions of the solution (the textbook is generally "Is the answer correct?" Hint. )
(3) Provide a wealth of problem-solving methods, reflecting the diversity of problem-solving methods. In order to cultivate students' problem-solving ability and realize the course goal of "solving problems", the revised textbook greatly enriches the teaching content of understanding problem-solving methods. By solving different problems, students can learn to choose their own solutions according to the reality of different problems. Examples show different levels of thinking and different angles of thinking, and show respect for students' development reality, so that students can solve problems in their own way.
(4) Use the knowledge learned to arrange the teaching content of problem solving, and pay attention to breaking through the shackles of the traditional teaching content of applied problems. The content of solving problems should not only combine the teaching contents of each part, but also arrange rich cases in the teaching part of digital operation to break the shackles of traditional teaching contents of applied problems. For example, "abdication and subtraction within 20" and "addition and subtraction within 100 (I)" all focus on changing the content of traditional application problems, and choose the problems that students will face and be able to solve as examples according to their life experience and thinking level. This arrangement can better reflect the characteristics of applying what you have learned to solve practical problems.
(5) Provide rich materials and situations for students to discover and raise mathematical problems, and cultivate students' ability to discover and raise simple mathematical problems from life. It is one of the important goals of this revision to reflect the cultivation of students' "four abilities". How to make the first-grade primary school students gradually learn to observe the world around them with mathematical eyes, find problems related to mathematics, and ask mathematical questions is very challenging for the textbook writers. This revision has made some attempts to embody this concept. Besides asking, "What did you find?" "What other math questions can you ask?" In addition, special topics are arranged for students to use the information in the situation diagram to ask mathematical questions and try to solve them, so as to cultivate their ability to ask and solve problems.
4. Carefully design the cases and steps of learning and training, and pay attention to make students form a reasonable mathematical knowledge structure.
In the revision of the specific content of each part, we should not only pay attention to carefully selecting cases according to the law of children's learning mathematics, but also design the presentation form and development process of the content; Moreover, pay attention to carefully designing the level of exercises and each exercise, reflecting the law of learning and the law of ability formation, so that students can form a reasonable mathematical knowledge structure.
For example, the first volume of Senior One has added a "Unit 3", and the three "Arrangement and Review" and "General Review" of the whole textbook echo each other and gradually improve, so that students can gradually form a complete understanding of mathematics learning content and a reasonable knowledge structure. In the "general review" part, the textbook guides students to use existing knowledge to carry out inquiry activities on the basis of reviewing the learning contents of the whole book, which not only cultivates students' ability to solve problems flexibly, think independently and explore independently, but also provides good materials for cultivating students' mathematical ability and interest in learning mathematics.
5. Set up a process evaluation section to provide students with opportunities for self-reflection and evaluation, so that students can have a good learning experience in mathematics and form good study habits.
At the end of each unit, the revised textbook provides students with a "growth file" of reflection and self-evaluation, and also allows students to self-evaluate their learning situation this semester after all studies. Let the students talk about their feelings of learning this unit in the "growth file". First, remind the students to review what they have learned through this unit and feel the growth of knowledge and ability; The second is to remind students to talk about what is interesting or impressive in the learning process and recall the fun of learning. This arrangement provides students with opportunities to reflect, summarize and sort out their experiences, which helps them to form good study habits and increase their interest and confidence in learning mathematics.