Mathematics textbook research and development for the promotion of independent learning and inquiry learning.

Autor/inn/en	Zhang, Fei; Zhu, Xiujuan
Titel	Mathematics textbook research and development for the promotion of independent learning and inquiry learning.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 511-516 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 516
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	China; Mathematikunterricht; Schulbuch; Text; Problemorientierter Unterricht; Problemorientierter Unterricht; Schulbuch; Text; Mathematikunterricht; Online-Publikation; China
Abstract	As the most important resource of students' learning, textbook should not only show the knowledge of the subject, but also show the occurrence and development process of the knowledge, and embody the learning process of the students. As the main carrier of students' learning, textbook should be kept some space for the students to operate directly in it, such as record and list systematically. Inquiry learning activities should be designed in textbooks, and important results of the activities should be showed appropriately to facilitate the students' learning after class. But the results should not be arranged immediately after the inquiry activities. We need to make innovation of the style of textbook and show the results of inquiry learning by means of learning links and so on. In order that the students can find out their own learning situations, we suggest the addition of learning objective and learning assessment. In order to improve the students' independent learning capability, we suggest showing moderately and summarizing the learning structure of the related knowledge; showing the guidance process of the learning methods, such as reflection after solving problems; and providing moderate help by means of prompt and so on at the place where we estimate the students have difficulties. Considering the difference of students' capability, help should include several levels, such as first showing the general help and then the more specific one. Thus all students with different learning capability can obtain help and necessary inquiry space from the textbooks.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2015/3