初中数学教材编排结构的转型研究——以北师大版教材为例

Research on the Transformation of the Arrangement Structure of Junior High School Mathematics Textbooks—Taking the Beijing Normal University Press Edition as an Example

摘要: 以核心素养为导向，聚焦初中数学教材编排结构的转型路径，以北师大版初中数学教材为研究对象，系统探讨其在宏观、中观、微观三个层面的结构设计如何服务于学生数学核心素养的培养。研究首先构建了以“情境与抽象”“探究与推理”“建模与应用”为核心的分析框架，分别对应数学眼光、数学思维与数学语言的素养维度。在此基础上，通过内容分析法与案例解析，具体考察了教材在领域整合及螺旋上升设计、章节逻辑编排、课时活动设计及习题分层等方面的特色做法。研究发现，北师大版教材通过“情境–探究–应用”的学习路径设计，有效促进了学生在真实情境中抽象建模、在探究活动中发展推理、在综合应用中形成迁移能力的素养发展过程。同时指出教材在使用中可能面临的探究深度与课时容量、知识系统性与活动开放性之间的张力，并建议未来应在教材结构化优化与教师教学适应性提升两方面协同推进，以实现从知识传递到素养生成的根本转变。

Abstract: Guided by core competencies, focusing on the transformation path of the structure of middle school mathematics textbooks, taking the Beijing Normal University edition middle school mathematics textbooks as the research object, this study systematically explores how its structural design at the macro, meso, and micro levels serves the cultivation of students’ mathematical core competencies. The study first constructed an analytical framework centered on “context and abstraction,” “exploration and reasoning,” and “modeling and application,” corresponding to the literacy dimensions of mathematical perspective, mathematical thinking, and mathematical language. On this basis, through content analysis and case analysis, the characteristic practices of the textbook in domain integration and spiral upward design, chapter logic arrangement, lesson activity design, and exercise stratification were specifically examined. Research has found that the Beijing Normal University textbook effectively promotes the development of students’ literacy through the design of a learning path of “situation exploration application”, which involves abstract modeling in real situations, developing reasoning in exploratory activities, and forming transfer abilities in comprehensive applications. At the same time, it points out the tension that textbooks may face in terms of exploration depth and lesson capacity, knowledge systematicity and activity openness during use, and suggests that in the future, there should be a coordinated promotion of textbook structural optimization and teacher teaching adaptability improvement to achieve a fundamental transformation from knowledge transmission to literacy generation.