A Comparative Study On Inequality Between New And Old High School Mathematics Textbooks ——A Case Study Of People's Education Version A

In recent years,the quality of basic education in my country has been continuously improved,which is closely related to curriculum reform.At the end of 2017,the Ministry of Education issued the "General High School Mathematics Curriculum Standards(2017 Edition)",the high school mathematics textbook "General High School Textbook Math(Person Education Version A)" compiled according to the 2017 version of the curriculum standard was put into use in September 2019.The content of inequalities is the foundation of high school mathematics,which runs through high school mathematics from beginning to end,this curriculum reform has adjusted the content of inequality,therefore,it is of great significance to compare the content of inequalities in the new and old mathematics textbooks.This paper selects the inequality content in "General High School Experimental Textbook·Mathematics(Personal Education Version A)"(hereinafter referred to as "Old Textbook")and "General High School Textbook·Mathematics(Personal Education Version A)"(hereinafter referred to as "New Textbook")for the research object.Research methods include literature analysis,quantitative analysis,comparative research and interviews.This paper mainly conducts a comparative study on the content of inequalities in the two editions of textbooks from three parts,that is,the knowledge system(including chapter layout,knowledge point content,mathematical culture),example problem system(including quantity,type,structure level,comprehensive difficulty),course difficulty(including course time,course breadth,and course depth).Combined with the analysis of teacher interview results,concluded as follow:(1)In terms of knowledge system: The difference in the chapter layout of the new and old textbooks is mainly reflected in the differences in the way of arranging examples and exercises,the arrangement of new textbooks is conducive to promoting students' understanding,mastery and application of knowledge;The change of knowledge points in the new textbook is conducive to promoting students' knowledge transfer and mastery of knowledge integrity,meet the requirements of the basic concept of the course;The old textbooks only reflect the value of mathematical culture,while the new textbooks attach importance to the integration of mathematical culture and classrooms.(2)In terms of example and exercise system: The total number of examples and exercises in the new teaching material is lower than that in the old teaching material;The types of examples and exercises in the two editions of the textbook are the most calculation problems,it shows that both editions of textbooks attach great importance to the cultivation of students' computing ability;For the structure level of examples and exercises,the structure level of the new textbook is more pertinent and effective;For the comprehensive difficulty of examples and exercises,both editions of textbooks have the highest requirements for the factor of "mathematical cognition",which means that both editions of textbooks focus on cultivating students' ability to master mathematical concepts,comprehend knowledge,and explore knowledge.(3)In terms of course difficulty: The curriculum breadth and depth of the new textbooks are lower than those of the old textbooks,however,due to the severe compression of the course time of the new textbooks,the comparable breadth and depth of the new textbooks are higher than those of the old textbooks,so the end result is that the new textbook is more difficult than the old textbook.Based on the research questions and conclusions of this paper,some teaching suggestions for inequality are put forward:(1)In-depth study of teaching materials and curriculum standards,and reasonable arrangement of curriculum time;(2)Make full use of mathematics culture to stimulate students' intrinsic motivation;(3)Enrich the background of examples and exercises,and pay attention to the practical application of inequalities;(4)Strengthen the application of information technology and improve the effectiveness of classroom teaching;(5)Flexible use of relevant knowledge and penetration of core mathematical literacy.