少数民族元素渗透在小学数学教材中的比较研究——以人教版、北师大版、苏教版和西南师大版为例

A Comparative Study on the Penetration of Ethnic Minority Elements in Primary School Mathematics Textbooks: Taking the People’s Education Edition, Beijing Normal University Edition, Sujiao Edition and Southwest Normal University Edition as Examples

Taking the consolidation of the sense of community for the Chinese nation as the central theme, comprehensively advancing the Party’s ethnic work in the new era has become an important task in textbook development. Exploring how to effectively integrate elements of ethnic minority cultures into primary school mathematics textbooks, in order to strengthen this sense of community, has become an urgent issue in the field of education. Based on this, the present study takes the People’s Education Press Edition, the Beijing Normal University Edition, the Jiangsu Education Press Edition, and the Southwest Normal University Edition of primary school mathematics textbooks as research objects. Through comparative analysis of the penetration of ethnic minority elements in these textbooks, the study explores how to effectively implement this central theme. The results show that all four editions incorporate ethnic minority elements in different forms, with the Southwest Normal University Edition being the richest in such content. Further reflections of this study are as follows: first, in terms of content integration, to construct a disciplinary knowledge network for fostering the sense of community for the Chinese nation; second, in terms of teaching interaction, to balance the effective dissemination of the nation’s excellent culture; third, in terms of textbook design, to optimize the presentation of China’s multicultural heritage; and finally, in terms of classroom extension, to explore new pathways for mathematics learning that embody “educating through culture.”

以铸牢中华民族共同体意识为主线，全面推进新时代党的民族工作是教材建设的重要任务。探讨如何在小学数学教材中有效融入少数民族文化元素，以巩固中华民族共同体意识，已成为当前教育领域亟待解决的问题。基于此，本研究选取人教版、北师大版、苏教版和西南师大版小学数学教材为具体研究对象，通过比较分析这些教材中少数民族元素的渗透情况，探讨如何有效落实这一主线。结果表明，四个版本的教材均以不同形式渗透了少数民族元素，其中西南师大版教材的少数民族元素最为丰富。本研究还进行了以下思考：首先，内容整合方面，构建中华民族共同体意识的学科知识网络；其次，教学互动方面，平衡中华民族优秀文化的有效传播；再次，教材设计方面，优化中华民族多元文化的呈现方式；最后，课堂延伸方面，探索实现“文化育人”的数学学习新路径。