Research On The Consistency Of High School Mathematics Textbook Exercises And Curriculum Standards From The Perspective Of Core Literacy

Under the background of curriculum reform entering the "era of core literacy",the preparation of teaching materials,teaching implementation and test question system must be based on the curriculum standards with the core literacy of mathematics as the core,and whether the preparation of after-class exercises in the textbooks is reasonable and whether it can well represent the requirements of the curriculum standards is crucial to whether mathematics teaching can be effectively implemented and the scientific development of students’ core literacy in the discipline.To this end,this paper uses the content analysis method and statistical analysis method to carry out the research on the consistency between the optional compulsory textbook exercises of the 2019 edition of general high school mathematics(People’s Teaching Version A)and the "General High School Mathematics Curriculum Standards(2017 Edition)".The specific research process is: first,the relevant research is reviewed and the problems to be explored in this study are extracted;Secondly,the SEC consensus analysis framework used in this study that integrates the core literacy of mathematics is determined,and on this basis,the coding rules are determined and coding statistics are carried out on exercises and course standards.Thirdly,the P-value of the consistency coefficient is calculated and the two-sided critical value is simulated,and the significance level of the consistency between the two is analyzed.Finally,descriptive analysis is carried out to analyze the consistency level of textbook exercises and curriculum standards in each dimension,and then diagnostic analysis is carried out,and SPSS 25.0 is used to analyze the correlation between the distribution of the two in each dimension.The main results obtained are as follows:(1)From the characteristics of consistency coefficient,the exercises and curriculum standards of the optional compulsory textbook of People’s Teaching A have statistically significant consistency in the overall dimension,cognitive level dimension and core literacy dimension.(2)From the distribution characteristics of content topics,the consistency level of the two research subjects is not good.The distribution of the two is consistent and the correlation is significant in the dimensions of mathematical operation,intuitive imagination,mathematical modeling and data analysis literacy.Under the overall dimension,mathematical abstraction and logical reasoning dimension,the distribution consistency level of the two is low and not significantly related.(3)From the distribution characteristics of cognitive level,the consistency level of the two study subjects was low.This is reflected in the fact that the difficulty of the examination of the textbook exercises is lower than that required by the curriculum standards,and the distribution of the two is consistent only in the dimension of mathematical modeling literacy.(4)From the distribution characteristics of core literacy,the consistency level of the two study subjects was high.It is manifested that in the dimension of knowledge innovation level and in the dimension of content theme 3 and content topic 4,the distribution of the two is not consistent enough and is not significantly related.In all other dimensions,the consistency level of the distribution of the two is high and the correlation is significant.Based on the analysis results,the following suggestions are put forward from the two levels of writing and using textbook exercises: control the over-standard examination of mathematical knowledge;Emphasis on the examination of advanced levels of literacy;Reasonable selection of teaching materials and exercises;Adapt textbook exercises appropriately.