80s have many memories of primary school mathematics textbooks. Although he was poor at that time, he was happier than his current children. The current textbook is really nonsensical. If you don’t talk about it, there will be no harm without comparison. Now it feels like a fragmentation like a fault. In the past, the textbooks were just to be able to understand and learn, but now, the textbooks were just to be unable to understand and cannot learn, and then they bought a bunch of tutoring books.
For example: Volume 5 of the third grade of the post-80s generation, I don’t know how many people still remember that a lot of knowledge in the textbooks of that year was shallow and deep, and it was easy to master.
We see Chapter 4: Rectangles and Squares. Let’s see how the textbooks of that year were analyzed. The textbooks for rectangles and squares start from 4 sums in total. From straight lines and line segments step by step, from shallow to deep
step by step, 1. Straight lines and line segments
We can see through the textbook that there are simple pictures and simple and clear texts in the textbook to describe what is a straight line and what is a line segment! Then, through the pictures of the real objects, we explained which line segments are. This teaching method makes students simple and easy to understand. Using common real objects in life as examples is the most convincing and can be said to apply what they have learned. How to use a ruler to measure the length of line segments, and also mentioned the use and purpose of the tape measure, which expanded the idea.
Then there are exercises below, which further consolidate and digest what you have learned in the class and really master the knowledge points you have learned. The questions include: judgment diagram, measurement problem, and drawing problem. These exercises are really taken from the perspective of students and are considered very thoroughly, consolidating the content learned in the class.
Chapter 4, Section 2 talks about corners In this section, based on straight lines and segments, we further understand the concept of corners, and explain the real objects seen in life that are everywhere in our lives. Through a picture, the composition of corners is explained by the fact that corners are composed of edges, fixed points and corners. From this we understand which ones are right angles and how right angles are marked. At the same time, we also mention the explanation of the triangle plate of the protractor tool.
thus provides exercises to consolidate knowledge points. Through such exercises, we can understand which angles and what are right angles. Thus, you can master the knowledge you have learned more deeply.
Section 3 The understanding of rectangles and squares, from the explanations of sections 1 and 2, finally introduced the concepts of squares and rectangles. The old textbook uses real objects to let students understand what rectangles and squares are, and through such real objects, students can also understand them well. The text definition is also made. logical thinking is very scientific and close.
The last exercises were exercised on rectangles and squares, and we noticed that during the exercises, the characteristics of rectangles and squares were compared, so that it is easier and more thorough to master these two figures. The fourth section of
mentions the calculation of the perimeter of rectangles and squares. The textbook provides in-depth explanations step by step from the initial straight lines and segments, corners, squares and rectangles, so that students can have a progressive process and systematically and comprehensively master the key points of knowledge. The logical thinking is very close, and even students can learn it by themselves.
We are looking at some after-class exercises, practicing the calculation method of the circumference of rectangles and squares in the exercises, and using case question 2 lists the standard calculation format and answers. There are eleven exercises in total, and the knowledge points for calculating the circumference of rectangular squares have been consolidated again
So how do our current primary school textbooks explain rectangles and squares? Let’s compare with us:
This lesson is about rectangles and squares, which are arranged in the seventh unit of the third grade volume,
We opened the seventh chapter and found that the new version did not start with basic content such as straight lines, line segments, corners, etc., like our textbooks in the 1980s. The new version directly introduced the concept of quadrilaterals, and many figures appeared to directly identify which quadrilaterals were, and then we further understood rectangles and squares. Moreover, there are few conceptual things in the text, and there is no explanation or annotation of length and width. It has to be said that students' ability to understand these figures for the first time.
Nowadays mathematics is a spiral education, spiral upward, first contact the preliminary perception of life, then form a preliminary application of concepts, and then flexibly solve problems in life, which matches the cognitive laws of primary school students. For example, in grades 1-2, the textbooks will allow him to have a preliminary perception first, and in grade 3, logical thinking and abstract thinking ability will gradually be formed, and in grade 3, the textbooks will begin to present concepts based on appearance, etc. In the first grade, I started to understand various geometry and planar graphics . The second grade is aware of straight lines, segments and angles. In the third grade, we know rectangles and squares. Grade 4 appears again in the chapter on the understanding of triangles. It makes it impossible for teachers to grasp the "degree". A knowledge point appears once in the first grade. Learn some superficial things, but stop learning it. Another second grade. Learn some superficial things, but stop learning it. Deepen a little more in the third grade. I have great doubts about this method of education. Experts think it is a spiral, and I look like a hammer in the east and a hammer in the west.
Now the math textbooks of children are really a bit deep and unsystematic. For example, we learn addition and subtraction is a large unit. One-digit addition and subtraction, two-digit addition and subtraction, and so on. At least half a month has been learning addition and subtraction. Multiplication and division are also units of length, time conversion, and plane graphics, angles, orientations, and three-dimensional graphics increase the difficulty according to the grade. The current content is needed to be learned from the first grade. A lot of them are just not that deep. The second grade is gradually deepening, and the content is very confusing. A knowledge point is digested in a week. I don’t think it was as easy as I learned when I was a child.
The previous textbooks were relatively systematic. A knowledge point and even related knowledge points would be learned together. However, the current new education system does not allow it to be completed at one time. It uses a step-by-step and gradual deepening method to carry out it. For example, a multiplication will be learned for several semesters. You will first learn first, and then memorize multiplication table on the second. Learn multiplication table in the second. Start to learn two digits multiply one digits. In fact, it is lengthening the front line of a knowledge point. Anyway, there are pros and cons.
Textbooks do not need to be fancy. The more fancy the children are, the more distracted they are. Just teach the texts in real terms and let the children understand them. Nowadays, textbooks are all in a hammer and a hammer, but they are not systematic. Good teachers always skip to lecture and try to let children learn systematically, but not every teacher can do it.
split the knowledge points that were originally one piece and disrupted the little kids who made the ideological system immature. In the smallest way, it destroyed the formation of their mathematical thinking system, and in the big way, it destroyed the cultural thinking system of our next generation from the root.
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