A Comparative Study Of The Content Of "Probability And Statistics" In The Compulsory Textbook Of Mathematics For Senior Secondary Schools,Xiangjiao Edition And Bei Shi Da Edition

Textbooks are the main medium of curriculum standards and an important carrier of teaching content,and "probability and statistics",as one of the four main lines of high school mathematics,its content,methods and ideas are very important in high school mathematics courses.Since the fall semester of 2021,the Gansu Provincial General High School Mathematics Textbook has changed from the original A version of Renjiao to the Xiangjiao version,in order to clarify the context of curriculum development and help front-line mathematics teachers better grasp the concept of writing the new textbook.Therefore,this study takes the "probability and statistics" content in the compulsory textbooks of Xiangjiao Edition and Beijing Normal University Edition as the starting point,and compares and studies the content structure and content difficulty of the two editions of textbooks.Based on this,the research questions of this study are: 1.What are the commonalities and differences in the content structure of the theme of "probability and statistics" in the compulsory part of the two editions of the textbook? 2.What is the difference in the difficulty of the content of the compulsory part of the textbook,"Probability and Statistics" ?Based on the above research questions,this study uses the literature research method,comparative research method and content analysis method to quantitatively analyze and compare the two editions of the Xiangjiao Edition and the Beijing Normal University Edition,and obtains the following conclusions:(1)In terms of content structure,the two editions of the textbook have a complete structure and rich content,and both set up reading materials and information technology columns,but the specific column settings in the section structure are different,including the setting of tips,the column settings of the main text,the structure of the summary and the level of review questions;The content distribution is different,and the content order of the two editions of the textbook is basically the same as that of the 2017 Edition of the Curriculum Standard,but the content arrangement of the two chapters of the Xiangjiao edition is more scattered but more concise.The content of the Beijing Normal University edition is continuous,the arrangement is relatively compact and the chapter division is more detailed;The content presented in different ways is different from the content presented in the Xiangjiao Edition,which is detailed and easy to understand,while the Beijing Normal University Edition is problem-oriented and focuses on students’ independent construction of knowledge;There are differences in the number,background and hierarchy of examples.First of all,the number of practice problems in the Xiangjiao version is higher than that of the Beijing Normal University version,secondly,the background of the exercises in the two editions of the textbook is mainly "life situation",supplemented by a small number of "scientific situation" and "cultural situation" questions,and finally,the review questions of the Xiangjiao version are divided into three levels: "learning and learning","learning from the past and learning the new" and "seeking up and down",while the review questions of the Beijing Normal University version are divided into two levels: "A group" and "B group".(2)In terms of content difficulty,in terms of the difficulty of the main text,the Xiangjiao version of the two textbooks is higher than that of the Beijing Normal University edition,which is due to the long knowledge chain of the Xiangjiao version,resulting in high content abstraction,and the difficulty of example exercises and the comprehensive difficulty of the textbook content,the Xiangjiao version is slightly higher than the Beijing Normal University version,but the difference is not much.Based on the above conclusions,the following suggestions are put forward for front-line teachers who use textbooks:(1)be familiar with the characteristics of textbook columns and grasp the structure of the textbook as a whole;(2)Refer to the content distribution of different versions to help students improve their knowledge system;(3)learn from different presentation methods to develop students’ mathematical literacy;(4)Select appropriate example problems and exercises,focusing on the combination of multidisciplinary background;(5)Pay attention to the use of statistical software and cultivate students’ practical ability.