小学数学教科书中“可能性”主题内容的分析与比较——以人教版、北师版和苏教版教科书为例

Analysis and Comparison of “Probability” in Primary School Mathematics Textbooks——Taking PEP Edition, BNUP Edition and JSEP Edition as Examples

对人教版、北师版和苏教版小学数学教科书中“可能性”主题进行比较研究发现:内容方面,对“课标”中两大类五小类知识内容做到了全覆盖,且集中分布在四、五年级;北师版有两个单元,其他却只有一个单元;人教版五类知识内容分布较为均匀,苏教版侧重随机现象结果发生的可能性大小,北师版侧重所有可能发生的结果及其可能性大小。认知方面,认知过程都以体验为主,探索次之,经历最少;认知结果都以掌握为主,其次分别为理解、运用和了解,基本做到对“课标”认知水平要求的全覆盖;相较于人教版和苏教版,北师版理解维度的例习题较少,运用维度的例习题较多。因此,教师在使用苏教版教科书时需加强同一知识内容的例习题的层次性,使用北师版教科书时需考虑例习题的层次性与多数学生认知水平的适切性,使用人教版教科书时需加强对于题目本身的重新设计。

Through the analysis and comparison of "probability" in primary school mathematics textbooks of People’s Education Press(PEP), Beijing Normal University Press(BNUP) and Jiangsu Education Press(JSEP), it is found that the content covers all the knowledge mentioned in "curriculum standard" and is con centrated on the fourth and fifth grades’;BNUP textbook has two units,while the others have only one unit;the five categories of knowledge are more evenly distributed in PEP textbook,while JSEP textbook focuses on the probability of random phenomena,and BNUP textbook focuses on all possible occurrences and their likelihood.In terms of cognition, the cognitive process is mainly based on "experience", followed by "exploration", the cognitive results are mainly based on "mastery", followed by "understanding", "application" and "knowing", covering all cognitive levels mentioned in "curriculum standard". Compared with PEP textbook and JSEP textbook,BNUP textbook has fewer examples for "understanding" and more examples for "application". Therefore, when using textbooks of JSEP, teschers need to strengthen the hierarch of examples and exercises of the same knowledge content. When using textbooks of BNUP, they need to consider the hierarchy of exercises and the relevance of most students’ cognitive level. When using the textbooks of PEP, it is necessary to strengthen the redesign of the topic itself.