A Comparative Study Of The New And Old Textbooks For High School Mathematics

In 2003,the ministry of education issued the "general high school mathematics curriculum standards(experimental draft)"(hereinafter referred to as the old curriculum standards),"general high school mathematics textbooks(2004 people teach A version)" is compiled according to this curriculum standards.In 2017,the ministry of education promulgated the "revised mathematics curriculum standards for ordinary senior high schools"(hereinafter referred to as the new curriculum standards),which condensed the core accomplishment of mathematics and clarified the fundamental task of cultivating people with morality.With the new curriculum standard as the standard,the mathematics textbook for ordinary high schools(A edition of 2019)was published in 2019.The course standard points out the direction for the teacher's teaching,the teaching material is the carrier of the course standard,the study of the teaching material is helpful for the teacher to use the teaching material as the carrier,deeply understand the spirit of the new course standard,take the classroom as the position,cultivate the students' discipline core quality,improve the students' comprehensive quality,and implement the fundamental task of building moral people.In this paper are 2004 a version(hereinafter referred to as the old teaching material)and 2019(hereinafter referred to as the new teaching material)are required as the research object,use the research methods such as literature method,comparison method,respectively from the course standard,teaching material system structure,teaching material knowledge,knowledge of the present,penetration of mathematical culture,mathematics core literacy penetration of old and new teaching material required a comparison,the following conclusions.First of all,the new textbook is more reasonable in the content of the textbook.On the basis of the set,the commonly used logical terms and unitary quadratic functions,equations and inequalities are added as the senior high school reserve knowledge connected with junior and senior high schools,and the importance of basic knowledge is emphasized.In addition,trigonometric functions are added to highlight the main line of function in thestructure of the textbook,which reflects the integrity and logic of knowledge.Secondly,in the presentation of knowledge,the chapter diagram is rich in content and has a reasonable layout with the introduction.The introduction example of knowledge point concept is combined with practice and is closely related to the previous knowledge concept.The background setting of the sample questions keeps pace with The Times,and is closely related to other disciplines.The number of exercise questions has increased,and the difficulty levels have been clearly divided.Add a voice-over column to improve students' ability to think,conclude and summarize.Chapter end summary review of the knowledge content is detailed,useful for review.Finally,the new teaching materials focus on the penetration of mathematics culture and mathematics core accomplishment.Combined with the new curriculum standards and new textbooks,this paper puts forward four teaching Suggestions to teachers from the two aspects of cultivating students' mathematics core accomplishment and infiltrating mathematics culture:(1)to be familiar with the changes in textbooks and prepare for the infiltration of core literacy and mathematical culture;(2)make good use of the examples and exercises in the textbook to dig out the mathematical culture contained in them;(3)make full use of the function of column setting and characteristic plates to improve the level of students' mathematics core literacy;(4)We should attach importance to the teaching of mathematical modeling and cultivate students' application consciousness of mathematics.Finally,this paper takes the concept teaching of "function" as an example,gives a teaching design plan,conducts the classroom teaching practice,and analyzes the teaching effect.