A Comparative Study Of High School Mathematics Teaching Books ——take The Compulsory Course 1 Of The PEP A Edition And The Beijing Normal University Edition As Examples

With the advent of the 21 st century,a new round of basic education reform has begun in our country.In 2003,China promulgated the Mathematics Curriculum Standard(experiment)for Senior High School.In this context,there are many versions of mathematics textbooks in senior high schools in China,and of course,there are also many versions of teachers' teaching books.Because the teaching books of senior high school mathematics teachers are different,there must be differences between them.Only the teacher's teaching book,which can help teachers understand the intention of textbook design,guide teachers' teaching and promote teachers' professional development,is a good teacher's teaching book.This paper draws lessons from the relevant research results,uses the literature method,The content analysis method and comparative research method are used to compare the teaching books of mathematics teachers in senior high school between the compulsory 1 of the PEP A Edition and the compulsory 1 of the Beijing normal University Edition.First of all,the paper constructs the analysis framework of the teaching book of the high school mathematics teachers according to the writing characteristics and the relevant research results of the book for the teaching of high school mathematics teachers in the "PEP A Edition " and the "Beijing normal University Edition".Secondly,this framework is used to analyze and statistics the selected teachers' teaching books,and then compare the two versions of teachers' teaching books,and then get the similarities and differences between the two versions of teachers' teaching books.Finally,based on the above conclusions,the similarities,characteristics and shortcomings of the two versions of teachers' teaching books are summarized.On this basis,suggestions are put forward for the compilation of teaching books for senior high school mathematics teachers in China.Through the study,the following conclusions are drawn:The similarities of the two versions: both believe that the continuous improvement and perfection of teachers' teaching books can not be separated from the front-line teachers,their own positioning is the same;It emphasizes the students' study,emphasizes the connection between mathematics and life,advocates the use of modern educational technology in the classroom,and has the same understanding of changing the teaching mode of teachers as the understanding of teaching objectives and content analysis of textbooks.The characteristics of the two versions are as follows: the whole Beijing normal University Edition adopts the total-score-general frame form,while the whole PEP A Edition adopts the frame form of the total-score,the angle of content analysis of the two versions of textbooks is different,and the content analysis of the two versions of textbooks is different from the angle of compiling the content of the two versions of textbooks.The teaching design cases and test questions of the PEP A Edition pay more attention to the enlightenment to the teachers,while the Beijing normal University Edition gives teachers more reference,the teaching suggestions of the PEP A Edition are more detailed,and the teaching suggestions of the Beijing normal University Edition pay more attention to the teachers.The interpretation of curriculum standards and the analysis of students' learning situation in the of Beijing normal University Edition are not involved in the PEP A Edition.Inadequacies in two versions: teaching objectives,textbook content analysis,and reference answers.In addition,the teaching design case of PEP A Edition is not enough reference,no specific analysis of students' learning situation,not enough attention to the review of chapters and so on;Beijing normal University Edition is to emphasize,difficult point analysis is not in place,teaching suggestions are not perfect.