初中数学课标教材使用情况调查与研究.docx

several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measuremenseveral group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measurement, such as proceeds of c values are equal and equal to the design value, then the vertical installation accurate. For example a, b, and c valueswhile on horizontal vertical errors for measurement, General in iron angle code bit at measurement level points grid errors, specific method is from baseline to methyl vertical box center line distance for a,, to b vertical box distance for b, list can measured
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measurement, such as proceeds of c values are equal and equal to the design value, then the vertical installation accurate. For example a, b, and c valueswhile on horizontal vertical errors for measurement, General in iron angle code bit at measurement level points grid errors, specific method is from baseline to methyl vertical box center line distance for a,, to b vertical box distance for b, list can measured
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measurement, such as proceeds of c values are equal and equal to the design value, then the vertical installation accurate. For example a, b, and c valueswhile on horizontal vertical errors for measurement, General in iron angle code bit at measurement level points grid errors, specific method is from baseline to methyl vertical box center line distance for a,, to b vertical box distance for b, list can measured
维度：知识、思想与文化（从学科内容角度看教材），认知水平与能力发展（从学生发展角度看教材），编辑制作水平（从编印质量角度看教材），适用性与特色（从教师教学角度看教材）。
知识、思想与文化维度主要考虑教材选取什么样的知识作为教学内容，以什么样的逻辑框架把这些内容组织起来的问题。作为课标实验教材，教材选取的知识内容当然应该能够满足课程标准的要求，同时要对课程标准中规定的各个领域的内容进行有效的整合。既要有基础性，又要有发展性，使学生不仅能学****必备的数学基础知识和技能，还要领会基本的数学思想方法。在重视数学的科学价值的同时，关注其文化内涵，提高学生的科学文化素养。
认知水平与能力发展维度主要考