Comparison Between New And Old A Edition High School Mathematics Textbooks Of People’s Education

In the past many years,in order to adapt to the level of thinking development and acceptance ability of high school students,knowledge of complex numbers has been simplified,resulting in some neglect of teaching by teachers and students.Teachers just allow students to perform mechanical calculations,and students fail to understand the meaning of imaginary numbers and have unclear conceptual distinctions frequently.With the 2017 edition of the General High School Mathematics Curriculum Standards and the 2019 edition of People’s Education Press’ s relatively new mathematics textbook were published,the teaching content and class hours in the complex numbers have also increased significantly.So,have the new curriculum standards and textbooks deepened the requirements for high school complex numbers teaching,what is the macro level of the complex number curriculum in high school,and to what extent do students need to master it? What is the scope and focus of high school complex numberknowledge,how can teachers improve their teaching? How should teachers grasp the schedule of the entire chapter and overcome teaching difficulties?Firstly,this paper analyzes the curriculum requirements for high school complex number teaching,and compares the new and old curriculum standards(mainly the 2003 and revised in 2020 for the 2017 versions)from two aspects: specific requirements and action verbs.And a comparative analysis was conducted on the content of complex number teaching in the new and old high school mathematics textbooks(mainly the 2006 and 2019versions)of the People’s Education Press.Section by section,it pointed out what content was added to the chapter on complex number in the new textbook,grasped the direction of transformation,and analyzed the teaching content and processing methods of the new textbook.Secondly,based on the teaching value of the complex number in cultivating core competencies,the teaching content should be appropriately expanded,emphasizing the practical application of the complex number,and providing a teaching design for the entire chapter on the complex number.Finally,through a questionnaire survey and interviews with in-service high school teachers,as well as testing students from different subject classes in high school,this study aims to analyze the current understanding of complex number teaching content among high school teachers and students,and reflect on and demonstrate students’ learning outcomes based on teaching practice.Based on the research in this article,the following conclusions and suggestions can be drawn:(1)In terms of knowledge content,the new textbook has increased compared to the old textbook,and the focus is also slightly different.The new textbook pays more attention to the application of complex numbers in solving equations.Since the introduction of complex numbers,it began to introduce how to solve the real coefficient monadic quadratic equation when the discriminant is less than 0.Later,it supplemented and improved the root formula of the real coefficient monadic quadratic equation;The new textbooks also pay more attention to the geometric significance of complex numbers and their operations.The knowledge of the modulus of complex numbers,the triangular representation of complex numbers,and the geometric significance of complex multiplication and division operations have all been expanded to a certain extent,which can be said to highlight the important significance of complex numbers in geometry.Teachers should base their teaching on the requirements of curriculum standards and firmly grasp the essence of the teaching content of the new textbooks.(2)In terms of topic arrangement,the new textbook has a larger number and a more obvious hierarchical distribution than the old textbook.The questions are no longer divided into groups A and B according to the old textbooks,but are divided into review and consolidation,comprehensive application,promotion and exploration,from simple to complex,from a single knowledge point to multiple exam points for comprehensive analysis,and are layered and in-depth,suitable for students of different levels.In teaching,they can be assigned as mandatory and optional exercises.In addition,the examples and exercises in the new textbook contain some new questions about the representation of complex numbers in geometric shapes,once again proving the importance that the new textbook places on the geometric meaning of complex numbers.(3)In terms of column setting,the new textbook is more comprehensive than the old textbook,and the content selection is also very appropriate.The narration,reading and thinking,exploration and discovery of the new textbook supplement the discovery process and significance of knowledge,and also expand the basic theorem of algebra and other knowledge.Teachers can utilize educational resources,reasonably select teaching materials,organize relevant math clubs,elective courses,etc.,which not only broadens students’ horizons but also attracts their interest in learning;It has deepened students’ understanding of the knowledge they have learned and strengthened their understanding.