The Comparative Study On The Experimental Textbook Probability Content In High School Mathematics Curriculum Standard By Three Different Versions

Since the20th century80’s, countries around the world have launched acurriculum reform of basic education boom. The face of fierce internationalcompetition, China’s basic education curriculum reform has also been put onthe agenda. In2003, the new high school curriculum reform has officiallystarted. Since the “Senior Middle School Mathematics CurriculumStandards(experimental)”(hereinafter referred to as “Standard”) haspromulgated and implemented, there have been examined and approved sixversions of senior school mathematics textbooks, and have been on trial in theexperimental areal.The problem of the study is “What feature does each seniorschool new curriculum methematics textbook have in probability conntent”.The study object is the content of the probability of high school mathematics,selection of three versions of the standard textbook, which are published byPeople Education Press(Edition A), Beijing Normal University Press andJiangsu Education Press. There are literature methods, content analysismethods, comparative methods and statistical methods in the study. The studymainly includes four aspects: the order of probability content, the selection ofknowledge points, the presentation of probability concepts and theconfiguration of examples and exercises.Two contents of compulsory3andelective2-3are specifically discussed and analyzed.The conclusions arefollowing:The final study shows that the three versions of the textbook havesimilarities and differences, basically fitting “Curriculum Standaras”requirements.People Education Press(Edition A): it is more detailed in the selection ofthe knowledge points about probability, and the number of the points are thelargest of all. But the number and the struction of examples and exercises areless than othes.Beijing Normal University Press: it has introduced a large number ofexamples close to real-life and stresses background and process of the probability, enabling teachers to become more effective on the way of teaching.It also emphasized the unique knowledge in the selection of points. The largestnumber, the richest types and the obviously struction of examples andexercises is the largest characteristics of this version.Jiangsu Education Press: the number of points what selected are lessthan others, while the link between them are more than others. The type ofexamples and exercises is more abundant with the obviously struction, whichconductive to the consolidation of knowledge refer to different students.From the above comparative analysis of the three versions of the textbook,conclusions about the methods of teaching are as follows: Wnen compilingtextbook, pay attention to the particularity of the probability in the system ofmathematical knowledge, and should appropriately increase more practicalexamples to reflect the significance of it; In the programming of examples, it isnecessary to add some issue what independently explored by students toshow that probability is not an abstract mathematical predicate, but a modelwith rich practical significance; Appropriate materials should be used in theregion according to the situation of students and teachers; Focus on links withthe junior high school textbooks; Draw on the merits of other instructionalmaterials;The teching of probability content is focus on both probability contentcharacteristics and its action of tool and bridge.