A Comparison Research Of The Function Content Offered In High School Mathematics Curriculum Standards And Mathematics Teaching Syllabus

Compared with the content in Mathematics Teaching Syllabus, the function section in High School Mathematics Curriculum Standards has changed a lot in content structure, difficulty and requirement .All of these offers a great challenge to the teachers' understanding of the Standards.The thesis mainly makes a comparison between the Standards and theSyllabus about the function content from the following three aspects----thedifferences in their structure, the differences in their requirements and the degree of their difficulty.For the study, two methods of qualitative analysis and quantitative approach have been employed. The former in the function section between the Standards and the Syllabus and further make an analysis of the new features in the Standards. Then it can be easily discerned that the Standards lay more stress on its fundamentality and selectiveness in the structure arrangement of function content .while in the aspect of content requirements , it emphasizes more on mathematical knowledge's background ,offers more contents about the developing process of knowledge , enlarges the field of function study , reduces the requirements of operational skill, emphasizes more on function model property, and emphasizes more on mathematics connect with life. The latter, the quantitative approach in applied to compare the changes in difficulty of the function content in the Standards and the Syllabus ,and then take a math model of knowledge difficulty . Based on such a quantitative comparison between the Standards and the Syllabus, almost in every section , the Standards difficult degree is higher than the Syllabus.All the changes require the senior math teacher to remold their educational and to accumulate their experience.