A Comparative Study In New And Old Mathematics Textbooks Of Curriculum Standards For Senior High School

Teaching material is the main carrier to achieve the curriculum goals and implement teaching.It is an important text medium for teacher-student interaction.It is a materialized form of mathematical knowledge and thinking methods.It affects the effectiveness of classroom implementation.According to the Standards for General Senior High School Mathematics Curriculum(2017(Year edition)"(referred to as"Standard(2017)")in the fall semester of 2019,the new textbooks will be the first to be used in some regions,and other regions will continue to use new textbooks by 2022.The new textbooks are new concepts and new curriculum standards.The direct expression of requirements is an important tool for teachers to understand and adapt to new curriculum reform and new ideas.Since "Standard(2017)" takes function as a main line throughout the compulsory,elective and optional compulsory courses,the function knowledge is presented in the compulsory theme two and the optional compulsory theme one,compared with the "standards of ordinary high school mathematics curriculum(Experiment)" Function knowledge has undergone some changes in the overall structure,specific content,and difficulty settings.This article will delve into the overall structure of the compulsory content of the function part,specific materials,and the difficulty of the textbook in the function part of the new and old textbooks of the A version.Compare the differences and combine the interviews with front-line teachers to analyze the differences between the two versions of the textbooks in various aspects.Among them,the overall structure of the textbooks will be compared from the three perspectives of writing concepts,writing styles,and chapter layout;selecting chapter introductions,The four parts of concept introduction,example question configuration,and chapter summary summarize the specific materials;borrow the mathematics textbook difficulty model to compare the difficulty of the textbook from the three aspects of breadth,depth,and comprehensive difficulty of the exercises.According to the conclusion of the comparative study,the following advises are put forward for the compilation and teaching of teaching materials: It is recommended that new textbooks be developed in the "Document Reading and Mathematical Writing" and "Mathematical Modeling" sections,and corresponding supporting resources are provided for teachers' reference,and the amount of lessons is appropriately increased.So that teachers can better carry out teaching;it is recommended that information technology applications be integrated into the text of the textbooks,with relevant example questions to increase the importance of teachers and students on information technology applications,and also help deepen students' understanding of knowledge and Recognizing,to a certain extent,it can also activate students' learning interests,making the classroom more lively and interesting.It is recommended to increase exercises with the history of mathematics as the background to infiltrate the mathematical culture in the process of students' problem solving.It is recommended that teachers pay attention to To grasp the main line,we must clearly understand the relationship between various knowledge and the main line,clear its role in the main line,and guide students to build a knowledge system.It is necessary to pay attention to the mathematical modeling and mathematical inquiry activities added in the new textbook and adjust it appropriately.Teaching arrangements,during the course of preparing lessons,you can browse through literature and other means,Learn from the success of others.