First Exploration Of Consistency Between Middle School Math Textbook Problem Sets And The Curriculum Standard

With the deepening of new curriculum reform,the education status of curriculum standards is increasingly important.The mathematics curriculum standard of compulsory education in 2011 as a guiding document in mathematics more and more people is paying attention to the related research based on it.Because textbooks are important texts for curriculum standards,the revision of textbooks based on curriculum standards is of great concern.And as the important pant in textbook,exercise's compilation must be an important subtopic for improving Curriculum standards and teaching materials.This research adopts content analysis statistical method and comparative analysis.By means of researching the consistency of Graphics and geometry exercises and curriculum standard,thus coming up with some related advice for the complication of exercises after class.The tool in the research of the consistency of exercises of the people's education publishing company's junior school mathematics textbooks and graphics and geometry modules of the mathematics curriculum standard of enacted compulsory education in 2011 is Webb's consistency analytical model.First,the content standards is coded.In the four aspects of types of knowledge,depth of knowledge,the extent of knowledge and balance of knowledge,the consistency is analyzed from two sides:content standard and detailed standard.According to the data processing and analysis,the following conclusions are drawn: on the one hand,the two themes of rule mapping and defining proposition theorem are not consistent in the two dimensions of knowledge type and breadth of knowledge.The similarity of intersection line and parallel line,circle and graph is not consistent with the knowledge depth dimension.The triangle theme is not consistent in the balance dimension of knowledge distribution.According to general analysis the theme of intersection line and parallel line is the lowest.On the other hand,the textbook problem sets and content standards are low in the depth of knowledge,and the depth of knowledge reflected in the problem sets is high.This paper puts forward some Suggestions for the above conclusions and finally analyzes the limitations of the research.