| Curriculum reform is an important measure to promote the advancement of education with the times.in 2014,the Ministry of Education issued an opinion on comprehensively deepening the curriculum reform and implementing the fundamental tasks of cultivating talents by virtue,marking the start of a new round of high school curriculum reform.With the promulgation of the Subject Standard for Senior Mathematics(2017 Edition),various versions of textbooks guided by it have also been released.Textbook is an important resource for achieving curriculum standards and implementing teaching.Teachers’ understanding and processing of new textbooks is a key step in curriculum reform.Therefore,it is necessary to research new textbooks.This study chooses the new and old versions of textbooks of the People Education Press(Edition A)which are most widely used and the new and old versions of textbooks of the Hunan Education Press which owns local characteristics to have a comparison.The aim is to obtain conclusions though comparison and provide suggestions for the preparation of textbooks and the teaching of teachers.Functions play an important role in high school mathematics learning and their ideas run through the learning of high school mathematics.As a special type of function,trigonometric functions can be used to characterize periodic phenomena that exist in real life.They are a special tool for solving practical problems,and they also play an important role in the application of other disciplines.Through the study of trigonometric functions,students can deepen their understanding of the meaning of functions and improve their ability to solve problems with functional ideas.Therefore,it is of great practical significance to select the content of trigonometric functions for comparative study of teaching materials.This article first makes a longitudinal comparison between the two versions of the new and old textbooks,finds the changes and characteristics of the new textbooks,and then makes a horizontal comparison of the two versions of the new textbooks,reveals the characteristics of the two textbooks.Finally draws several conclusions and makes some suggestions for the preparation of textbooks and the implementation of teaching.Through comparison,we can find that some of the materials selected in the new textbook for People Education Press closer to real life;more focus on integration with information technology;and more emphasis on students’ thinking and exploration.The new textbook of Hunan Education Press pays more attention to the completeness and systematicness of formulas;pays more attention to the penetration of mathematical culture;and selection of picture materials is more abundant.Based on this,the general writing suggestions for two versions of the textbook are proposed:properly increasing the writing of “variant”exercises,dissing historical facts of mathematics and permeating mathematical culture,focusing on both internal and living connections,updating teaching content and reflect the characteristics of the times,optimizing material selection and enriching reading materials and so on.In addition,the author also gives suggestions for writing for two different versions of textbooks.For the textbook of the People Education Press,the author gives some recommendations of the position of “Triangular Identity Transformation” could be adjusted appropriately;the formulas of “Triangular Identity Transformation” could be perfect and the examples could be adequately configured;the material are reasonably selected and the pictures are appropriately enriched.For the textbook of the Hunan Education Press,the author gives some recommendations of properly adding inquiry questions,adding inquiry and thinking columns;attaching importance to the integration of information technology;adding “analysis”to some example questions;using verses as chapter introductions is a feature that can be retained.Making the following teaching suggestions:making full use of the “unit circle” and its nature;developing core literacy in mathematics imperceptibly;guiding students to make reasonable use of the “inquiry” and“thinking” columns;focusing on the link between knowledge;assisting teaching with information technology;clarifying the essence of the function and clear the processing method and so on. |
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