A Comparative Study On The Statistical Content Of The Old And New High School Mathematics Textbooks

Nowadays,with the rapid development of information technology,artificial intelligence and other fields,the era requires citizens to have certain statistical knowledge.School education is the most direct way to obtain statistical knowledge,and teaching materials are the main carrier of school education.Therefore,it is very important to study the statistical content in teaching materials.After the promulgation of mathematics curriculum standard for senior high school(2017 Edition),the revision of the new textbook began,and the new textbook has been put into use gradually in the autumn semester of 2019.Some changes have taken place in the statistical part of the revised new textbook.It is of great significance for the teaching of front-line teachers to make clear these changes.Therefore,the changes in the statistical part of the new textbook have become a problem worthy of discussion.This study compares the statistics of the new and new textbooks of PEP version A senior high school mathematics based on the "general high school mathematics curriculum standard(2017 Edition)" and "mathematics curriculum standard(Experiment)".During this study,the data of teachers' questionnaire are analyzed by AHP,and the weight of the factors influencing the difficulty of textbooks and difficulty of exercises is obtained respectively,through interviews with one editor in probability statistics of the new textbook of PEP version A,we learned some reasons for the change of statistical knowledge and their intuitive feelings for the changes of statistical content depth and textbook difficulty.Then we got the research conclusions through comparison,and put forward teaching suggestions according to the conclusions,Finally,according to the teaching suggestions and the suggestions of 5teachers,a teaching design is provided.Through the comparative study of the statistical contents of the new and old high school mathematics textbooks of PEP version A based on the standards,the following VI conclusions are obtained: First,through the comparison between the new curriculum standard and the experimental curriculum standard,it is found that the curriculum ideas and curriculum objectives in the new curriculum standard have been updated and developed on the basis of the experimental curriculum standard,which is more practical,statistics part of the course content has also made some changes and adjustments.Secondly,the following conclusions are obtained by comparing the statistical contents of the new and the new textbooks:(1)The new textbooks adjust the statistical content on the basis of the old textbooks,so that the new textbooks are more systematic and complete.(2)Both new and old textbooks focus on raising statistical problems from real situations,but some situations in the new textbooks are more realistic.(3)The new textbook pays more attention to the cultivation of students' independent thinking ability,and helps students to understand the statistical knowledge in depth.(4)The new textbooks pay more attention to the comprehensive statistical knowledge to solve the practical problems,help students to build statistical knowledge network and be familiar with the whole process of statistical activities.(5)The new textbook pays more attention to the integration of modern information technology and statistics teaching,and improves students' ability to use information technology to solve problems.(6)The difficulty,content breadth and depth of the exercises in the new textbook statistics are increased,and the difficulty of the statistical content of the new textbook is higher than that of the old one.According to the conclusion of the comparative study,the author puts forward some teaching suggestions for Statistics Teaching:(1)Grasp the curriculum concept and curriculum objectives,and implement the data analysis literacy in teaching.(2)Deeply excavate the changes of statistical knowledge and materials,and try to know why.(3)Statistics Teaching is based on the reality of life,create the problem situation based on the reality of life.(4)Give students independent thinking space,help students understand statistical knowledge deeply.(5)Apply statistical knowledge comprehensively to solve problems,help students build a knowledge system.(6)Improve their information technology literacy,and deeply integrate information technology and statistical teaching.