Development Of Mathematics Textbooks


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Development Of Mathematics Textbooks

  1. 1. JianYue ZHANG HuaiLing ZUO The Development of High School Mathematics Textbooks
  2. 2. Background <ul><li>Teachers use the textbooks as one of the most important teaching materials </li></ul><ul><li>Students treat the textbooks as their main learning resources </li></ul><ul><li>textbooks serve as a bottom line for teaching and learning </li></ul>
  3. 3. The Development of High School Mathematics Textbooks Overview of Textbooks Development Ⅰ Research and Writing of Textbooks Ⅱ   Experiment and Implementation of Textbooks   Strength and Weakness of Textbooks Ⅲ Ⅳ
  4. 4. Overview of Textbooks Development <ul><li>General procedure of textbook development: </li></ul>Ⅰ Ministry of education (MOE) Publish company (PEP) Announce a curriculum standard Apply for the right to write Proposal: Outline of the series of textbooks Writing team Samples of chapters Evaluate the proposal and announce approval Research and write Apply for publication and implementation Evaluate the overall textbooks and announce approval publish Experiment and implement Writing team
  5. 5. Textbooks published in 1963 <ul><li>Document research of Chinese textbooks </li></ul><ul><li>Comparative analysis of textbooks of other countries, such as the Soviet Union, the United States, Japan and Germany. </li></ul>Research and Writing of Textbooks Ⅱ
  6. 6. <ul><li>Is it necessary for high school students to learn Euclid geometry? To what extend? </li></ul><ul><li>Should calculus be taught in high school? </li></ul><ul><li>Is it necessary to review arithmetic before learning algebra in junior high school? </li></ul><ul><li>What are the learning outcomes? </li></ul><ul><li>How to structure the textbooks? </li></ul><ul><li>How to represent the contents? </li></ul><ul><li>What are the features of our textbooks? </li></ul>Some topics for research: Textbooks published in 1963 Research and Writing of Textbooks Ⅱ
  7. 7. <ul><li>Outlined the structure of the overall textbooks; </li></ul><ul><li>Worked out a guideline with directions and details; </li></ul><ul><li>Discussions had been done among the authors, and several drafts were presented; </li></ul><ul><li>Sent to some experts out of PEP for comments and suggestion. </li></ul>Textbooks published in 1963 Research and Writing of Textbooks Ⅱ Writing team collaborated to write textbooks
  8. 8. Experiment and Implementation of Textbooks Experiment and implementation Revised the old edition and publish the new edition The approach of experiment and implementation of 1 st volume: Ⅲ Textbooks published in 1963 Constant revision system 1962 Accomplished 1 st volume Experiment 1963 Revised 1 st volume and published 1 st edition Experiment and implementation 1964 Revised 1 st edition and published 2 nd edition Experiment and implementation
  9. 9. <ul><li>Collecting the feedback and data from the experiment and implementation; </li></ul><ul><li>Finding out the issues of the textbooks by analysis of the data; </li></ul><ul><li>Determining a project to revise in terms of the issues; </li></ul><ul><li>Putting the project into reality; </li></ul><ul><li>Supplying the revised textbooks in schools and concern more suggestion and issues; </li></ul><ul><li>Revising again according to the new issues and suggestion. </li></ul>Experiment and Implementation of Textbooks There were 6 steps in this system: Ⅲ Textbooks published in 1963
  10. 10. <ul><li>Provided for all teachers </li></ul><ul><li>Helped teachers to understand the curriculum better and use the textbooks more efficiently </li></ul><ul><li>Good opportunity to collect comments and suggestion for revising textbooks </li></ul>Teachers Training Program: Experiment and Implementation of Textbooks Ⅲ Textbooks published in 1963
  11. 11. Strength and Weakness <ul><li>Emphasize internal connection of mathematical topics and organize the contents in terms of their logical relationship </li></ul><ul><li>Emphasize “two skills” (fundamental knowledge and basic skills ) </li></ul><ul><li>Pay attention to mathematics competence </li></ul><ul><li>Concern individual differences </li></ul><ul><li>Stress mathematical thinking </li></ul>Ⅳ Strength:
  12. 13. <ul><li>Weakness: </li></ul>Strength and Weakness <ul><li>Weak on reflection of the method of how students learning mathematics </li></ul><ul><li>Lack of concerning affective aspects of students learning mathematics </li></ul>Ⅳ
  13. 14. Thank you !