A Comparative Study On The Number Series Theme Of Old And New Mathematics Textbooks In Senior High School ——Taking People's Education Version A(2007 And 2019) As An Example

In recent years,with the rapid development of China's economy,education has also ushered in a new spring.Since the founding of new China,a total of 12 high school mathematics syllabus and 2 high school mathematics curriculum standards have been promulgated;Five high school mathematics textbooks have been published.Among them,the education program closely related to modern society and having a great impact is the 2003 edition of mathematics curriculum standard for ordinary high school(Experiment)(hereinafter referred to as the old curriculum standard)and the 2020 edition of mathematics curriculum standard for ordinary high school(2017edition and 2020 Revision)(hereinafter referred to as the new curriculum standard);The teaching materials that are consistent with the concept of modern mathematics and radiate widely are the 2003 edition of ordinary high school curriculum standard experimental textbook · mathematics · people's education version a(hereinafter referred to as the old teaching material)and the 2019 edition of ordinary high school textbook · mathematics · people's education version a(hereinafter referred to as the new teaching material).The learning content of high school mathematics has also changed with the change of social needs,but the number series has always existed in most teaching materials,and the number series has a complete knowledge system and is closely related to functions,inequalities and other knowledge,which also plays an important role in the investigation of the college entrance examination.Therefore,this study selects the new and old curriculum standards and the number series in the new and old textbooks as the research object.It mainly studies the differences between the old and new curriculum standards and the sequence parts of the old and new textbooks in the curriculum structure,curriculum content and example exercises.The comparative analysis draws the following conclusions:(1)From the perspective of comparative analysis,from the old curriculum standard to the new curriculum standard is more specific and feasible,and puts forward the requirements of "four Basics","four abilities" and "high school mathematics core literacy";In terms of the structure of the sequence of teaching materials,the new teaching materials pay more attention to induction and summary,inspire thinking,and describe with interrogative sentences,leaving space for students to imagine and explore;In terms of the content of the series of teaching materials,it has increased the knowledge breadth,depth and curriculum difficulty of the new teaching materials,penetrated the mathematical culture of ancient Chinese series,and let students experience the process of knowledge from generation to development;In the example exercises of the textbook,the new version pays more attention to laying a foundation and grading.The increase of number series proof questions makes the example exercises more difficult,which is conducive to improving students' comprehensive analysis ability.(2)From the perspective of innovation and development,the new textbook attaches importance to the correlation between sequence,function and inequality,so that students can have a specific grasp in learning,which is conducive to the construction of students' knowledge system,so as to achieve the goal of optimizing knowledge structure and emphasizing relevance logic;The new textbook deepens the essence of sequence function and makes the question type of example exercises more open,so as to achieve the goal of improving the depth of content and cultivating students' inquiry spirit.Based on the conclusion of this study,some reference suggestions are put forward for teachers' teaching and students' learning.