A Comparative Study Of Consistency Between Junior Middle School Mathematics Textbooks And Curriculum Standards

As a document that stipulates the training objectives and teaching contents of primary and secondary schools,the curriculum standards are an important basis for measuring the quality of teaching.Textbooks are important teaching materials for teachers to guide students to learn.Therefore,if we want to make full use of teaching materials to improve teaching efficiency,the distribution of knowledge points and the setting of examples and the curriculum standards should be in good consistency.The consistency study between teaching materials and curriculum standards is of great value.Taking the knowledge points,examples and mathematics compulsory curriculum standards(2011 edition)of the "Zhejiang Edition" and "People's Education Edition" mathematics textbooks as the research object,drawing on the US SEC consistency research paradigm,combined with the paradigm geometry theory from the intuitive level The descriptive level and the theoretical level are three levels.The system framework and coding data of the two editions of textbooks and curriculum standards are constructed.The textbooks and geometric fields are compared and analyzed from the two dimensions of “content theme” and “cognitive thinking level”.The overall consistency level between the course standards,the consistency between the teaching objectives of the two editions of the textbook and geometry field and the corresponding curriculum standards,and the following conclusions and corresponding recommendations:(1)There is a statistically significant consistency between the teaching objectives of the "Zhejiao Edition" and the "People's Education Edition" mathematics textbooks in the field of graphics and geometry and the corresponding curriculum standards,and the "Zhejiao Edition" graphics and geometric fields The level of consistency between the teaching objectives and the corresponding curriculum standards is higher than that of the “People's Education Edition”.(2)The proportion distribution of the two editions of textbooks and curriculum standards on the three main themes is gradually decreasing,that is,the proportion distribution is: the basic properties of the graphics > the changes of the graphics > graphics and coordinates.However,in the specific requirements of the horizontal requirements dimension,there are significant differences between the two versions of mathematics textbooks and curriculum standards.The level of intuition and descriptiveness are particularly obvious,and the difference is most significant in the “People's Education Edition”.(3)The distribution of "Zhejiang Education Edition" and "People's Education Edition" on the three content themes are basically the same,"graphic basic nature" is the same focus of the two versions of the textbook,and both focus on the cultivation and mastery of the student's descriptive level,but both of them need to be strengthened at the theoretical level.Research suggests that textbook writers should accurately grasp the level requirements of curriculum standards,and the preparation of textbooks can appropriately strengthen the proportion and consistency of high-level cognitive levels.Researchers try to develop localized consistency research tools.