The Research Of Consistency Of New Mathematics Textbook Exercises And Curriculum Standards At Senior High School Based On Key Competency

Based on the curriculum reform background based on curriculum standards,China adopts the policy of diversification of teaching materials guided by the country's basic requirements.The compilation of teaching materials has changed from "one outline,one book" to "one standard and multiple books".At present,based on the concept of "General High School Mathematics C urriculum Standards(2017 Edition)",C hina has compiled multiple versions of new mathematics textbooks.Therefore,whether the requirements of the new textbooks and curriculum standards are consistent has become an urgent issue for discussion.This study's research questions are:(1)How to build a localized analysis framework for the consistency of the new high school mathematics textbook exercises and curriculum standards based on the mathematics key competency evaluation?(2)What is the overall consistency of the new Senior high school mathematics textbook exercises and curriculum standards?(3)What is the level of consistency between the new Senior high school mathematics textbook exercises and curriculum standards in the cognitive level dimension?(4)What is the consistency level of the new Senior high school mathematics textbook exercises and curriculum standards under each key competency dimension of mathematics?(5)W hat are the core mathematics literacy and level distribution of the new Senior high school mathematics textbook exercises and curriculum standards?Based on this research selects the "General Senior High School Mathematics C urriculum Standards(2017 Editio n)",the "General Senior High School Textbooks" published by Beijing Education Press and Hunan Education Press as the research objects.Through quantitative analysis as the research method,qualitative analysis as the supplementary research method,literature analysis,content analysis,statistical analysis,and other methods to carry out research work.The following conclusions are obtained through research:(1)In the overall dimension,There is a statistically significant consistency between the Beijing Normal University version of the textbook and the curriculum standards,while the exercises of the Hunan Education Press version of the textbook and the curriculum standards do not have a statistically significant consistency.(2)In the cognitive level dimension,The Beijing Normal University version,the Hunan Education version and the curriculum standards all have statistically significant consistency.The Beijing Normal University version and the curriculum standards have a good level of significant consistency.(3)Under the core literacy dimensions of mathematics,in the three dimensions of mathematical modeling,intuitive imagination,and mathematical operations,the textbook exercises and curriculum standards of the Beijing Normal University and Huna n Education Edition have statistically significant consistency.In the abstract dimension of mathematics,there is a statistically significant consistency between the exercises of the Beijing Normal University textbook and the curriculum standards.Hunan Education Press textbook exercises and the curriculum standards of the do not have a statistically significant consistency.In the dimension of logical reasoning,Beijing Normal University There is no statistically significant consistency between the exercises and the curriculum standards of the textbooks of the Hunan version and the Beijing Normal University version.(4)In terms of the core literacy of mathematics distribution characteristics,in general,the examination of the core literacy of mathematics in the two editions of the textbooks and curriculum standards focuses on the examination of mathematical abstraction,intuitive imagination and mathematical operations,followed by the examination of the literacy of logical reasoning.And finally the examination of the literacy of mathematical modeling.Regarding the distribution characteristics of literacy levels,literacy levels in the overall dimension are better.There are significant differences in the distribution of literacy levels under different content topics.This study intends to enhance the understanding of curriculum standards by textbook editors.Deepen the research and revision of high school mathematics curriculum standards,Focus on the balanced distribution of literacy and the examinatio n of advanced literacy levels,and in-depth development of localized consistency level analysis tools put forward four proposals.