教材作为社会时空动态互构的产物,其革新承载着教育理念与社会需求的演变。随着《义务教育数学课程标准(2022年版)》的颁布,北师大版小学一年级数学新教材于2024年秋季正式启用。其中“综合与实践"领域通过增设模块、重构编排逻辑,强化了数学知识与现实生活的联结,成为培养学生核心素养和综合素质的重要路径。然而在实际教学中,部分教师因时空惯习滞留,导致该领域的教学具有目标模糊、评价浅层与活动形式化的问题。研究以“综合与实践”领域中“记录我的一天”为例,从时空社会学视角出发,通过对比新旧教材在时间变化及空间变化上的差异,揭示新教材优势:时间维度凸显质性与建构性特征,空间维度强调社会性与结构性特征。据此,提出教学建议:以素养为导向重构学习目标,以动态实践贯穿任务设计,以时空反馈优化评价机制。

As a product of the dynamic interplay between society and its temporal-spatial context,textbook revisions reflect the evolution of educational philosophies and societal demands.With the promulgation of the Compulsory Education Mathematics Curriculum Standards(2022 Edition),the new primary school first-grade mathematics textbook published by Beijing Normal University wasofficially adopted in the autumn of 2024.In particular,the ″Comprehensive and Practical Activities″ domain has strengthened the connection between mathematical knowledge and real-life contexts by adding modules and restructuring its organizational logic,making it a crucial pathway for cultivating students′ core competencies and well-rounded development.However,in actual teaching practice,someteachers,constrained by temporal-spatial inertia,face issues such as ambiguousobjectives,superficial evaluations,and formalized activities in this domain.Taking ″Recording My Day″ from the ″Comprehensive and Practical Activities″ domain as an example,this study adopts a temporal-spatial sociological perspectiveto compare the differences between the old and new textbooks in terms of temporal and spatial changes,revealing the advantages of the new textbook:in the temporal dimension,it highlights qualitative and constructive features,while in the spatial dimension,it emphasizes social and structural characteristics.Based on these findings,instructional recommendations are proposed:reconstructing learningobjectives with a competency-oriented approach,integrating dynamic practice throughout task design,and optimizing evaluation mechanisms through temporal-spatial feedback.