A Comparative Study Of Exercises In High School Mathematics Textbooks In The Cognitive Domai

Textbook exercises are important resources for students to learn mathematics.Its compilation and design affect the realization of students’ cognitive goals,so it is necessary to study textbook exercises.To understand the compilation of exercises in high school mathematics textbooks in China,this study takes trigonometry as an example and compares trigonometric exercises in the five editions of PEPA,PEPA,BNUP,JEPE and HEP.The study attempts to solve the following problems:（1）In the field of cognition,what are the overall characteristics of trigonometric exercises in Chinese high school mathematics textbooks? What are the similarities and differences in the design of trigonometric exercises in different textbooks?（2）How consistent is the level of trigonometry exercises in Chinese high school mathematics textbooks with the cognitive requirements of the curriculum standards?Firstly,using literature analysis and expert evaluation to construct an analytical framework for comparison of exercises in cognitive domain based on the New Bloom’s Taxonomy of Cognitive Objective.Then,by content analysis method and comparative study method,trigonometry exercises in five editions of textbooks are coded,and the cognitive requirements in the curriculum standards are counted by frequency statistics.After reliability test,the coded data are analyzed to obtain quantitative research results.Through the analysis of the results,the following conclusions can be drawn:（1）Trigonometric exercise design of Chinese high school mathematics textbooks presents the following characteristics: the number of exercises is abundant and the types are diverse,but the proportion of each type is not balanced;Exercises are mostly at the medium cognitive level;（2）Trigonometric exercises of different editions of textbooks have their own characteristics;（3）The level of trigonometric exercises in Chinese textbooks is not completely consistent with the cognitive requirements of the curriculum standards,but it basically achieves the cognitive requirements of the curriculum standards.Based on the above research conclusions,suggestions are put forward from the aspects of exercise compilation,teaching and assignment :（1）Balanced exercise types to meet teaching needs in an all-round way;（2）Pay attention to multi-level design of knowledge dimension and cognitive process dimension to promote the development of students’ thinking;（3）Enhance the sense of reference,targeted to meet the development needs of different students.