Comparative Study Of Information Technology In The High School Mathematics Textbook Content

In recent years, the rapid development of information technology, has affected the social from all walks of life.Education also made a positive response, countries have introduced file for education informationization.Domestic with international trend, especially Since the implementation of High school mathematics curriculum standard(hereinafter referred to as the " course standard "), information technology in mathematics education has attracted enough attention,Followed by the reform of the mathematics curriculum, the teaching material, the textbook, for this kind of change, is a development opportunity, is also a real challenge.I chose to study the content of the information technology in the high school mathematics textbooks, trying to find out the textbook changes, some enlightenment to reprint of textbooks.In this paper, on the basis of literature analysis, subject to the ministry of education major national high school mathematics textbook technology framework, and combined with people’s education press(hereinafter referred to as the "taught A" version) and hunan people’s education press(hereinafter referred to as the "hunan version of") high school mathematics textbooks, and formulate the "technological tools, content rendering, content rendering, application form" as research framework.According to this framework to analyze two versions of the high school mathematics textbooks, and questionnaire survey as the auxiliary pole, It is concluded that the about information technology in the textbook content analysis results.Through the analysis of the textbook, according to the technological tools taught A version is given priority to with geometric sketchpad, Excel, hunan version is given priority to with Z + Z intelligence sketchpad, On the use of calculators frequency which is on the high side, on the use of the Internet frequency are less.On the content rendering, taught A version of high integration degree, column using percentage on hunan version is on the high side, is almost the same percentage of information technology in the narrator.On the Content link, Hunan version is higher than taught A version on problem sets, the other was flat.The application form, taught A version above hunan version on the tool type, and hunan version of above taught A version on problem solving model.By using the survey found, two versions of textbooks used teachers are given priority to with problem solving model, tool type less, students are in the majority with instrumental, problem solving type less.In the column on the utilization of both types is lower, reflecting the column level is on the high side. Technology tools use on teachers is given priority to with geometric sketchpad, students give priority to with calculator.Based on the comparison of conclusion, I think in the high school mathematics textbooks should further consideration:Synchronous technology tools and the high school information technology course, Change the Internet application form, information technology column present situation, in the student ability within the scope of operable, select material more abundant information technology exercises, develop more algorithm intersection problem.