Comparison Study On Difficulty Of Junior Mathematics Standard Experimental Textbooks

Since the new century, as part of of basic education reform,the curriculum reform of basic education in our country has achieved many important results.Mathematics textbooks which are not only teaching materials based on curriculum standards and the ability of students but also gists of teachers to organize the students to learn are important carriers of mathematics curriculum. The scientific evaluation of the difficulty of textbooks is not only the basis of teachers to determine the difficulty of curriculums but also important means to implement teaching goals and to promote the development of students. "Compulsory mathematics curriculum standards(2011edition)" has changed in content and the third school segment "Graphics and Geometry" content is the greatest change in content.This study selected PEP Beijing Normal University and the two versions of textbooks currently in use in Gansu Province as research objects, and come to the conclusions as follows through literature research, content analysis, statistical method,comparative study and the mathematics textbooks difficulty model of "primary and secondary science textbooks international comparative study",N(28)0.30C(10)0.36W(10)0.34 E.The research group has established quantitative analysis,qualitative analysis and comparative study from the difficulty of content, Conclusion that PEP textbook "Graphics and Geometry" Difficulty factor is 0.6181, and BJNU-edition is 0.6526.From the aspect of difficulty of content, the textbooks PEP "Graphics and Geometry" are concise, integrated, systematical and Beijing Normal University textbook "Graphics and Geometry" are extensive, specific, focusing on spiral rise in difficulty and links between knowledge points. From the aspect of the difficulty of examples, two editions of textbooks both focus on the concept of knowledge,understanding and application of formulas.The correspondence and complexity of the textbooks are mainly in low and middle level. Advanced cross-presentation of cooperating fully reflects the rationality of the selection and arrangement of our textbook examples.From the aspect of difficulty of exercises, two editions of textbooks mainly focus on imitation and migration in cognitive level, are mainly "nobackground" problem in content background, which fully embody the characters of geometry, and the textbooks focus more on the level of "apply", the level of "know" and "inquiry" are significantly lower in exercise requirements, reflecting the hierarchy of our textbook exercises selection and arrangement.Based on the analysis of the above conclusions, we give the following teaching recommendations: to effectively control the difficulty based on the characteristics of teaching content; to guide students to seek variant inquiry based on the features of examples; to provide students with hierarchical exercises based on the characteristics of exercises. At the same time, we should pay attention to the accumulation of experience in mathematics activities to strengthen mathematics with reality, allowing students to experience a wide range of applications of mathematics.