A Comparative Study Of The Three-dimensional Geometry Part Of The Old And New Textbooks Of The Senior High School Mathematical Education Version A (compulsory)

According to the specific requirements of the newly revised "mathematics curriculum standard for ordinary senior high school",the content selection and arrangement of the textbook "Mathematics for ordinary senior high school"(PEP a Edition)have been greatly changed.Teachers should adapt to the changes of the new textbook as soon as possible and explore the teaching methods suitable for the new curriculum concept.Solid geometry is the key and difficult point of high school learning content,and the study of solid geometry plays an important role in the development of students' logical reasoning and intuitive imagination literacy.This paper analyzes the changes of the new and old textbooks in the part of solid geometry,so as to help teachers accurately grasp the teaching content and better improve the teaching methods.Therefore,the research questions of this paper are:(1)what are the differences between the new and old textbooks of pep in the content selection and arrangement of solid geometry?(2)Based on the curriculum standard,what is the difference between the new and old mathematics textbooks of pep in the difficulty of solid geometry?(3)What are the differences between the new and old mathematics textbook exercises of pep in each difficulty factor and comprehensive difficulty level?First of all,through the comparative method and statistical analysis method,this paper makes a comparative study on the content distribution of the solid geometry part of the new and old textbooks,including:the change of the proportion of each part of the content,the difference of the arrangement of the content.Then,combining with the curriculum standard,the paper quantifies the breadth,depth and time of the course,and makes a comparative analysis of the difficulty of the new and old textbooks.Finally,it defines the level of each factor in the exercises,and compares the differences in the five difficulty factors of "exploration","background","operation","reasoning" and "knowledge content",so as to get the information about solid geometry in the new and old textbooks The difficulty model of exercises is established,and the differences of difficulty of exercises are analyzed and compared.The conclusions are as follows:the new textbook integrates the knowledge points in the old textbook and adjusts the order of knowledge.The two chapters in the original textbook are combined into one.The arrangement pays more attention to the integrity and connection of knowledge,avoids the separation of knowledge,strictly selects the teaching content,adds the concepts of regular prism and regular pyramid,and removes the three views.In the selection of materials,the materials are more extensive,closer to daily life,and the vertical content of lines and planes greatly increases At the end of the chapter,the content of literature reading and mathematical writing with the theme of "the development of geometry" is added to improve students' mathematical literacy.In the exercises,the setting and quantity of each section of the three-dimensional geometry have changed,individual topics have been increased or decreased and adjusted,and the overall number has become more.Compared with the old textbook,the new textbook needs to strengthen the level of comprehensive exercises,especially the level of comprehensive exercises.In terms of course difficulty,the breadth of the new textbook is reduced,the depth of the course is increased,and the number of class hours is larger than that of the old textbook.The new version of the textbook increases the comparable breadth and reduces the comparable depth.The difficulty of the course fluctuates,but the difference is small,and it is still stable.For the analysis of the new and old textbooks,the following teaching suggestions are put forward:combining with the change of the proportion of teaching content,highlighting the key and difficult points of teaching;expanding activity courses to meet the needs of students' personalized development;paying attention to mathematical culture and improving students' cultural connotation;enriching exercise background,strengthening the connection between solid geometry and real life,and reasonably using information technology to provide students with geometric intuition.