Analysis And Comparison Of The High School Mathematics Teaching Materials Of The People’s Education And The Upper Education

With the full implementation of curriculum reform, the study of comparing different versions of textbooks, and inequality as the basis of high school mathematics content knowledge, play an important role in learning knowledge of other subjects. At the same time, Shanghai as the curriculum reform, d.c., walk in the forefront of the national education, therefore, in this study showed A version and the version of the two different versions of the curriculum standard, the content in inequality as the research object, on the curriculum goal, content, arrangement of the two version teaching material order, the content of the setting of problem sets and presents four aspects of comparative analysis, get the following conclusion.Similarity of the two versions of textbooks: in the knowledge content of inequality is pay attention to students’ basic knowledge and basic skills, at the same time pay attention to the student to the knowledge of the formation process of learning;The teaching material arrangement order all from simple to complex has risen in a spiral way of reasonable arrangements for the related content; On the presentation of content, on the whole two versions of textbooks in color printing, color is rich, easy to attract the attention of students, to problem situation presents new knowledge; On the problem set, both versions textbooks reflected the problem type diversification writing ideas, the concept of curriculum to reduce the financial burden of students,attention to basic knowledge, reflect problem sets set up gradation.Two versions of textbooks differences:(1) in the teaching goal of the course, the version is much larger than the knowledge taught A version, on textbooks andteaching materials than taught A version of teaching materials for students to master knowledge of inequality and basic skills, have A little higher; And taught A version is more of an emphasis on knowledge and real life.(2) In the content arrangement, before and after the two versions of the inequality content knowledge arrangement in order to have A vision, taught A version, the orchestration of the inequality overall knowledge content the same chapters in the text and by Jane to numerous gradually increase, knowledge is relatively centralized; And includes materials on inequality and interlocking areas between the two chapters before and after knowledge, and on the basis of study the inequality knowledge content, strengthening the study of inequality extension of content, the knowledge is relatively scattered.(3) In the content rendering, taught A edition textbook chapter page rendering has rich background, emphasize on the main point of chapter knowledge; Knowledge content is more emphasized in the form of problem situation, through the teachers guide students, establish inequality knowledge, pay attention to students’ autonomous exploration learning. On the version of teaching materials in the form of a chart at the end of the chapter to assist in the present chapter main content, so as to inspire students to think about and help students to learn; Knowledge content more attention in the process of knowledge learning, let the students gradually from the Angle of mathematical analysis and solve the problem, building inequality of knowledge, pay attention to cultivate the students’ mathematical thinking.(4) In the problem set, taught A edition textbooks pay more attention to thebackground of the problem sets, pay attention to the application of knowledge in real life; On the version of the teaching material more focus on training students’ basic knowledge, pay attention to the objective questions and open questions of Settings,and in the operation of problem sets and reasoning on higher request on students, the topic quantity is relatively more.