On the premise of reflecting its teaching purpose, teaching content and meeting its teaching requirements, textbook writers can determine the system of knowledge content according to their own needs and their own opinions and experiences, design the overall plan including learning knowledge, training skills, developing ability and cultivating attitude, and choose a textbook writing method to compile.
Reflections on the Arrangement Framework of Mathematics Books
Learning mathematics well is the premise and foundation. It is a good habit to preview in advance. Try to solve the problems in the preview process and do some related exercises to consolidate them. Mark what you don't understand, wait for the teacher to explain in class, and reflect on why you didn't understand when reading.
When doing exercises after class, we should draw inferences from the formula, give mathematical thinking feedback when reading every known condition, and solve them by drawing and trying values, rather than sticking to the only solution. Students who are good at math can't learn it just by attending classes. Only by thinking more and reflecting more can they learn math well.
To learn mathematics well, we should be good at summing up the wrong questions, because many of the wrong questions we do belong to the same type. To sum up these questions, in fact, it is enough to master a few mathematical knowledge points, and most wrong questions can be solved. Therefore, to do math problems, we should learn to integrate, break through difficulties and break through one by one.
Mathematics textbooks generally consist of several chapters, and each chapter includes several sections. Each section is a relatively independent learning unit, which generally includes knowledge explanation, examples and exercises. Some textbooks also arrange introduction, summary, review questions, reading materials, exercises and research topics in each chapter.