CAJ | 학술논문

通过比较人民教育出版社1994年版和2004年版两个版本的小学数学教材，我们发现：2004年版中问题提出的百分比高于1994年版；两个版本教材中的问题提出可以分为五类且五类的分布显著不同；两个版本教材中的问题提出在不同教学环节的分布有显著的差异；两个版本教材中的问题提出在不同内容领域的分布也有显著的差异；2004年版比1994年版包括了更多以图表的形式给出的问题情境。在新课程改革的背景下，对于问题提出在小学数学教材中的设置，应有相应的跟进。
통과비교인민교육출판사1994년판화2004년판량개판본적소학수학교재，아문발현：2004년판중문제제출적백분비고우1994년판；량개판본교재중적문제제출가이분위오류차오류적분포현저불동；량개판본교재중적문제제출재불동교학배절적분포유현저적차이；량개판본교재중적문제제출재불동내용영역적분포야유현저적차이；2004년판비1994년판포괄료경다이도표적형식급출적문제정경。재신과정개혁적배경하，대우문제제출재소학수학교재중적설치，응유상응적근진。
Through a comparative study of two editions of primary mathematics textbooks published by People＇s Education Press in 1994 and 2004, we find that the percentage of question-posing tasks in the 2004 edition is greater than that in the 1994 edition; the distribution of five types of question-posing tasks is significantly different between the two editions; the intended treatments for the question-posing tasks in the two editions are clearly different in different sections of the textbooks; the percentage distribution of the question-posing tasks across content areas is significantly different between the two editions; the 2004 edition includes more question-posing tasks in which the problem situations are presented with either tables or graphs than the 1994 edition. Taking into account the context of the mathematics curriculum reform in China, the intended treatments of problem posing in elementary textbooks should respond to the curriculum reform ideas.