数学教育学报2026，Vol.35Issue(2)：45-53,9.
改革开放以来小学数学教科书难度变化研究
A Study on the Changes in the Difficulty of Primary School Mathematics Textbooks since the Reform and Opening-Up
摘要
Abstract
As a key vehicle for curriculum implementation,the difficulty level of textbooks play a crucial role in reflecting the guiding principles and implementation paths of curriculum standards.Since the Reform and Opening-Up,with the continuous deepening of basic education curriculum reform,the difficulty level of primary school mathematics textbooks in China has also undergone changes.This study examines three editions of the PEP primary mathematics textbooks—those published in 1993,2001,and 2022—analyzing their overall difficulty across three dimensions:content breadth,content depth,and exercise difficulty.The findings reveal a gradual decline in overall difficulty,content breadth,and content depth across the three editions,while the 2022 edition shows a slight increase in exercise difficulty.The study identifies the following characteristics:the 1993 edition features extensive and deep content with numerous exercises but limited differentiation;the 2001 edition simplifies content and adjusts structure,emphasizing scientifically contextualized exercises;and the 2022 edition streamlines content,strengthens thinking skills,and enhances exercise gradation.Based on these findings,the study proposes the following recommendations:optimize textbook content structure to reduce burden and increase efficiency;emphasize knowledge transfer and inquiry aligned with core competencies;and enrich exercise contexts to foster interdisciplinary application awareness.关键词
教科书难度/人教版/小学数学教科书Key words
textbook difficulty/PEP edition/primary school mathematics textbook分类
社会科学引用本文复制引用
魏佳,李宝仪..改革开放以来小学数学教科书难度变化研究[J].数学教育学报,2026,35(2):45-53,9.基金项目
2020年教育部青年规划项目——改革开放以来我国小学数学教科书难度变化研究(20YJC880099) （20YJC880099）
2024年辽宁省教育厅项目——小学数学教科书质量评价指标体系的理论构建与实证研究(LJ112410167014) （LJ112410167014）
渤海大学硕士研究生创新基金——小学数学教科书质量评价指标体系的理论构建与实证研究(YJC2025-021) （YJC2025-021）
