A Comparative Study Of Old And New Textbooks Of High School Mathematics Based On ISM Law

In 2017,the Ministry of Education issued the Mathematics Curriculum Standards for Ordinary Senior High Schools(2017 edition),opening a new prelude to the reform of mathematics curriculum for senior high schools.As an important part of curriculum reform,textbook revision is the main carrier of new curriculum objectives and educational ideas.The compiling quality and sequence structure of textbook knowledge content have the most direct influence on the implementation of curriculum reform.Different versions of textbooks will have different characteristics and influence on the users of textbooks.In order to understand and master the changes of the new teaching materials in 2019 edition,carry out objective and scientific analysis on the new teaching materials and promote the common development of teaching and learning.Firstly,this paper uses the method of literature research to determine the entry point and direction of the research.Secondly,by using the questionnaire survey,the author investigates the teachers and students' use,teaching and learning of the high school mathematics textbook "Compulsory 1" and their views on the textbook.Then,on the basis of subject characteristics and practical experience,with the help of the properly revised Interpretive Structural Model(ISM method),the knowledge content of each chapter in the textbook of High school mathematics Ren Jiao A version " compulsory 1" in 2007 and 2019 is analyzed to create and draw the directed graph of knowledge factor levels of each chapter.Then,based on the understanding and understanding of the "curriculum Standard of 2017 edition",the two editions of textbooks are divided into two parts by comparative research method.Based on the directed graph of knowledge elements in each chapter,the two editions are compared and discussed from four aspects,namely,the arrangement of starting elements,the selection of knowledge elements,the formation of relations among elements and the selection of the highest elements.Finally,according to the element hierarchy directed graph created by ISM method,the teaching method is explored and examples of teaching innovation and instructional design are given respectively.The research conclusion shows that the element hierarchy directed graph created by ISM method provides a scientific and objective research perspective for the comparative analysis of high school mathematics textbooks,points out a new direction for teachers' teaching and students' independent learning,and infuses new vitality.