A Comparison Research Of The Function Content Offered In Senior Middle School Mathematics Curriculum Standards "2017’’ And Mathematics Curriculum Standards "experiment"

The Mathematics Curriculum Standard of General Senior School(2017 Edition)(hereinafter referred to as "Standards(2017)")will be officially implemented in autumn 2018.Compared with the "Mathematics Curriculum Standards of General Senior School(Experiment)" promulgated in 2003(hereinafter referred to as "Standard(Experiment)","Standards(2017)")has undergone some changes in the content setting of the function part,and these changes have brought great challenges to textbook writing,teacher teaching,and teaching evaluation.The overall question in this paper is the changes in the content of the function part of "Standard(2017)" compared to "Standard(Experiment)".It can be further divided into three small questions to elaborate.What changes have taken place in the structure of "Standard(2017)" compared to the "Standard(Experiment)" ? What changes have taken place in the content requirements of the function part of "Standard(2017)" compared to "Standard"(Experiment)? What changes have taken place in the curriculum difficulty of the function part of "Standard(2017)" compared to "Standard(Experiment)" ?Therefore,this article uses the literature method,text analysis method,and comparative research method,and analyze the changes in the structure and content requirements with qualitative analysis.The overall structure,the structure of function part and the content requirements of function part of "Standards(2017)" and "Standards(Experiment)" are listed in the form of tables and further comparative studies are conducted.At the same time,mathematical models of curriculum difficulty are introduced to analyze the curriculum difficulty of the function part of "Standard(2017)" with quantitative study.Through the above comparative analysis,compared to "Standard(Experiment)",there are some changes having taken place in "Standard(2017)".In the structure of "Standard(2017)" :Its text structure and curriculum structure are further optimized and its layout is more reasonable;Its knowledge is presented in the form of main lines of knowledge and its context is more clear.In the content requirements of the function part:Its "processing" knowledge is increased and "computational" knowledge is reduced;"Standards(2017)" reinforce the gap between the knowledge of the juniormiddle school and senior high school.In the curriculum difficulty of the function part:The difficulty of the compulsory curriculum of "Standard(2017)" is reduced,and the difficulty of the non-compulsory curriculum of "Standard(2017)" is increased,and the overall difficulty of the curriculum is flat.Based on the above changes,the author puts forward the following suggestions in the compilation of textbooks,teaching implementation and examination evaluation:1.In the preparation of textbooks:(1)Textbooks should be written on the basis of the main line of knowledge,in order to implement the contents of mathematics core literacy;(2)Textbooks should reflect the nature of mathematics,and put the history of mathematics into the textbooks;(3)The difficulty of contents of textbooks should be reasonable,and design example exercises should be on the basis of the whole knowledge.2.In terms of teacher teaching:(1)Prepare lessons should be on the basis of the whole knowledge and teachers should know the integrity and stage of mathematics core literacy;(2)Focusing on teaching and learning,so that students can know how to learn;(3)Paying attention to the use of teaching tools to make the lesson lively.3.In the evaluation of the test:(1)Focusing on diversification of evaluation forms and diversity of evaluation subjects;(2)Focusing on mathematics core literacy and paying attention to the students’ growth process.