中美初中数学教科书插图质量的比较

A Comparison of Illustration Quality of Junior High School Mathematics Textbooks in China and the United States

插图质量影响着数学教科书质量和学生对数学的有效学习.通过构建数学教科书插图质量分析框架,对中美三版初中数学教科书比较后发现:三版教科书插图的领域分布相同,但中国两版教科书插图数量偏少、平均密度偏低;美国GM版和中国浙教版教科书在一些领域缺乏具有高情境性和联系性的插图;中国人教版插图质量水平较高,但不够重视插图的准确性;中国和美国的教科书在从图形角度体现数学知识的应用性和整体性上有所差异.中国数学教科书应适当增加插图的数量和平均密度,加强高情境性和联系性插图的运用,重视插图的准确性,进一步从图形角度考虑数学知识的应用性和整体性.

Illustration quality affects the quality of mathematical textbooks and students’ effective learning of mathematics. By constructing an analytical framework for the quality of illustrations in mathematics textbooks, the comparison of the three editions of junior high school mathematics textbooks in China and the United States found that: The field distribution of illustrations in the three editions of textbooks is the same, but the number of illustrations in the two editions of textbooks in China is relatively small and the average density is relatively low;American GM edition and Chinese Zhejiang Education Publishing House edition textbooks lack highly contextual and relevant illustrations in some areas;The quality of the illustrations in Chinese PEP edition is high, but the accuracy of the illustrations is not paid enough attention;Textbooks in China and the United States differ in the applicability and integrity of mathematical knowledge from the perspective of graphics. Chinese mathematics textbooks should appropriately increase the number and average density of illustrations, strengthen the use of highly contextual and connected illustrations, pay attention to the accuracy of illustrations, and further consider the applicability and integrity of mathematical knowledge from the perspective of graphics.