A Comparative Study Of "Trigonometric Function" In The New Third Edition Of Senior Middle School Mathematics Textbook

The new textbooks,compiled in accordance with the Mathematics Curriculum Standards for Ordinary Senior High Schools(2017 Edition)(hereinafter referred to as the Standard),will be put into use in some provinces and municipalities in the autumn of 2019,and will be fully implemented by 2022.To study the new edition of textbooks,compare their writing characteristics and grasp the intention of the new edition of textbooks can help teachers to better use the new edition of textbooks.Research based on the related theory foundation,constructs the high school mathematics textbook trigonometric function framework,and from the aspects of content and difficulty,taught to 2019 A,B,bnu edition textbooks,the research question is:(1)3 edition textbooks trigonometric function in style structure,content selection,order and other macro dimensions have similarities and differences?(2)What are the similarities and differences between the trigonometric functions of the three editions of textbooks in terms of content structure setting,knowledge presentation,information technology application,mathematical culture presentation and other micro dimensions?(3)What are the similarities and differences in the number and difficulty of the trigonometric functions in the three editions of the textbook?In view of the above problems,the research adopts content analysis method,comparative research method,statistical analysis method and other methods to carry out research,and the following conclusions are drawn:(1)On a macro level,the style structure of the three editions of textbooks is basically the same,with hierarchical design and spiraling structure;The preface content of PEP A edition is more abundant;People Education B version,Beijing Normal University version of the catalog presents more detailed.In terms of content selection,the trigonometric function chapter division of Beijing Normal University version is more detailed,and the number of knowledge points of PEP B version is higher than that of A version and Beijing Normal University version.As for the arrangement order,the A version of PEP presents A continuous distribution,while the B version of PEP and the Beijing Normal University version presents A discrete distribution.(2)On the micro level,there are differences in the content structure of the three editions of textbooks.People's education B version of the chapter head content is more substantial;Renjiao version A has the largest number of expanded columns and voiceover Settings and A variety of column types;At the end of the chapter,PEP A emphasizes review and thinking,PEP B emphasizes emotional communication and interaction,and Beijing Normal University pays attention to the requirements of learning content.As for the way of knowledge presentation,the A and Beijing Normal University editions study trigonometric functions with the help of the unit circle,while the B edition takes triangular correspondence lines as the main research tool.As for the application of information technology,the mode and frequency of information technology integration in PEP A edition are higher than those in PEP B and Beijing Normal University.As for the presentation of mathematics culture,the columns and contents of the three editions of textbooks are not evenly distributed.The number of the A edition of PEP is much higher than that of the B edition and the Beijing Normal University edition.(3)In terms of the difficulty of example exercises,the number of example exercises is the most in version B,and the least in version A of Beijing Normal University.As for the difficulty of example exercises,the factors of "inquiry" and "background" in the A edition of PEP are higher,while the factors of "operation","reasoning" "knowledge content" in the B edition of PEP are higher.There is little difference in the comprehensive difficulty of the three editions.Based on the research conclusions,the following suggestions are put forward for high school trigonometric function teaching :(1)attach importance to unit integration teaching to form the overall cognitive structure;(2)Strengthen the connection between disciplines and cultivate the application consciousness of mathematics;(3)Emphasize mathematical thinking and methods,and develop the core quality of the subject;(4)Pay attention to the application of information technology and deepen the process of knowledge development.