A Comparison Research Of The New And Old Teaching Materials Offered In Senior Middle School Mathematics Curriculum Standards

The thesis of the paper is the comparison between the arrangement of the Geometry Content in the new and the old Teaching materials. In detail, it involves three main problems about the geometry content from the following three aspects—the differences in their structure; the differences in their requirements and the changes in the degree of their difficulty.For the study, two methods of qualitative analysis and quantitative approach have been employed. The former is applied to analyze the differences or changes in structure and requirements in the geometry section between the new and the old teaching materials and further make an analysis of the new features in the Standards. Compared with the old teaching materials, the new teaching materials lay more stress on its fundamentality and selectiveness in the structure arrangement of geometry content. While in the aspect of content requirements, it emphasizes more on mathematical modeling, offers more contents about the developing process of knowledge, enlarges the field of geometry study, emphasizes more on geometrical illustration, and reduces the requirements of operational skills. The latter, the quantitative approach is applied to compare the changes in difficulty of the geometrical content in the new and the old teaching materials, and then makes a math model of knowledge difficulty. Based on such a quantitative comparison between the new and the old teaching materials, the new teaching materials lower the difficulty of solid geometry by reducing the periods arrangement and knowledge points. However, the new teaching materials increase the difficulty of analytic geometry by adding more knowledge points and meanwhile cutting down the period arrangements. In addition, it raises the difficulty of plane vector by increasing the knowledge points though retaining the same period arrangements.All the changes require the senior maths teachers to remold their educational notion, to change their teaching mold, to improve their ability to grasp the new course and to accumulate their experience.