A Comparative Study Of The Difficulty Of The New And Old Textbooks Of High School Mathematics Based On Core Literacy

Since the reform and opening up,China's basic education curriculum reform has gone through three stages,from the knowledge-based "double foundation" to the ability-based "three-dimensional objectives" to the human-oriented "core literacy".With the continuous deepening of the concept of core literacy,the Ministry of Education in 2014 in the "Comprehensively deepen the curriculum reform,the implementation of the fundamental task of moral education" took the development of the core literacy system of students as an important basis for improving the curriculum standards,Teachers are required to accurately grasp the depth and breadth of teaching,strengthen the connection and cooperation between the various stages and disciplines,and implement the requirements of talent training based on core literacy from the actual point of view.The "General High School Mathematics Curriculum Standards(2017 Edition)"(hereinafter referred to as the "Standards(2017)"),under the guidance of the fundamental task of establishing moral education,proposes that textbooks are an important resource for developing students' core literacy and an important knowledge carrier for translating the concept of core literacy into educational behavior.The cultivation of students' core literacy is inseparable from textbooks.The use of textbooks runs through teaching and learning activities and plays a vital role in cultivating students' core literacy in mathematics."The general high school mathematics textbook"(hereinafter referred to as the "new edition")will be put into use nationwide step by step in the fall semester of 2019,in order to interpret the difference between the new version of the textbook under the guidance of "Standards(2017)" and "The standard experimental textbook of general high school curriculum"(hereinafter referred to as the "old version")under the guidance of "General High School Mathematics Curriculum Standards(Experiment)" from the perspective of core literacy contact,help front-line teachers better grasp the use of the new version of textbooks,this article takes the subject of "basic elementary functions(I)" as the research object.At the theoretical level,it uses the curriculum difficulty model proposed by Professor Shi Ningzhong and the comprehensive difficulty model of exercises revised by Professor Bao Jiansheng in 2014 to teach people the old and new edition Quantitative analysis of the difficulty of the course and the difficulty of the exercises in the textbook,understand the specific difficulty differences between the new and old textbooks.At the practical level,by consulting relevant materials,compiling teacher interview questionnaires based on core literacy and analyzing specific classroom cases in detail,we can further understand the interpretation of mathematics core literacy by front-line mathematics teachers and the penetration of core literacy in classroom teaching.The results of the quantitative analysis of the difficulty of the courses and the difficulty of the exercises,as well as the results of teacher interviews and classroom records analysis show that in the "Basic Elementary Function(I)" section,the characteristics of the old and new textbooks can be summarized as the following seven points:(1)In terms of content layout,the layout characteristics of the new version of the People's Education textbook are "narrow and deep",while the curriculum layout characteristics of the old version of the textbook are "broad and shallow";(2)The difficulty of courses and exercises of the new version of the textbooks taught by people is higher than that of the old version of the textbooks taught by people;(3)In the classroom teaching process,teachers have a good penetration of core literacy,but the whole class lacks open questioning and open discussion links,which is not conducive to the divergence of students' thinking;(4)At the level of exercises,most of the exercises in both the old and new textbooks are not very relevant to students' daily life;(5)Both the old and new textbooks have obvious deficiencies in the level of "reasoning",and the new textbook is slightly better than the old one;(6)Teachers agree with the changes in the order of the new version of the textbook,but the level of understanding of core literacy among front-line teachers is uneven,resulting in a certain difference in the focus on core literacy in classroom teaching;(7)After the textbook is updated,it still retains the high-quality interdisciplinary and real-situation topics in the old textbook,and has made innovations on the basis of inheritance.Combining the problems found in theoretical and practical research,the following suggestions are put forward for teachers to use textbooks and textbook exercises:(1)Teachers should add open links in classroom teaching to promote the development of students' divergent thinking;(2)Teachers should deepen the understanding and internalization of core literacy,and improve professional competence based on core literacy;(3)Teachers should pay attention to the infiltration of exercises into the essence of mathematics and mathematical thoughts,highlighting the general concept of the subject;(4)Teachers should stimulate students' curiosity by creating real problem situations,and promote the transformation of learning methods;(5)Teachers should pay attention to layered exercises of exercises in daily teaching to enhance students' confidence in mathematics;(6)The set of exercises in mathematics textbooks that point to core literacy should be concerned with the needs of performance evaluation.