| Conic Section is one of the core contents of high school mathematics,it reflects the great role of analytical methods and algebraic methods in describing plane curves.and it is one of the important contents reflecting the combination of numbers and shapes.Under the framework of "high school mathematics curriculum standard"(hereinafter referred to as "curriculum standard"),the situation of "one mark and multiple editions" appears in our country at present.Different versions of textbooks have certain differences in the way of writing styles,grasping the direction of curriculum standards,and understanding the spirit of curriculum standards.Therefore,this paper selects Elective Course 2-1 of the four editions of mathematics textbooks(People’s Education Press(A)(PEP(A)version),Beijing Normal University Press(BNUP version),Jiangsu Educational Press(Su version),and Hunan Education Publishing House(Xiang version))that are widely used in high schools in China,and adopts literature research,comparative study,quantitative and qualitative analysis methods to conduct detailed comparative study on the setting of conical curve content.The main research contents are as follows:First of all,the concept of conic section,textbooks and comparative studies are defined.The process of the discovery of conic curves and the development of conic curve theory related to high school mathematics are introduced.The “course standard” requirements for the conic curve objectives and applications and their reflection in different versions of textbooks are elaborated.Then,from the perspective of frame structure,chapter content,knowledge point arrangement,information technology applicationsetting,mathematical culture and the penetration of mathematical application,a macro-comparison of the conic sections is given.From the point of view of textbook presentation and example set,the conic curves are compared.The conclusions of the study are given as follows:PEP(A)version adopts the “total-points” structure in the entire chapter;BNUP version and Xiang version adopt the“sub-total”structure;Su version adopts the “total-sub-total” structure in general.PEP(A)version textbooks have more "thinking" and "exploring" modules,which are the most used versions of information technology in the four versions of textbooks.Attention be paid to mobilizing students’ enthusiasm for learning and attracting students to participate in the learning process.BNUP version textbooks have many types of columns and many forms,which fully reflect the idea of combining numbers and shapes.In this chapter,a large number of examples of daily life and social production are set up,and students are attached to the idea of building models,so that students can use mathematical models to solve practical problems.Su version textbooks lay emphasis on the backbone of knowledge and the choice of content.They discuss the simplest and most important properties to meet the students’ basic needs;And they also provide sufficient examples to strengthen the consolidation of basic knowledgeThe features of the Xiang version textbooks are to pay attention to experimental observations.At the beginning of each section,more abundant mathematical experiments are set up to make students have an intuitive impression of what they have learned and to develop the ability of students to observe mathematical phenomena in daily life.On the basis of the above research,this paper puts forward the following suggestions for the preparation of Chinese mathematics textbooks: 1.Optimize the knowledge structure of conical curves,and provide more choices for teachers and students;2.Set up more experimental links so thatstudents can discover and summarize what they have learned from experiments;3.Optimize the problem structure and provide more exploratory questions,so that students can think more and develop their ability of thinking;4.Provide more reading materials in more forms and wider perspectives,so that students can understand the development history of the knowledge they have learned. |
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