Text Comparison Study Of The Solid Geometry Sections Between Two Current High School Mathematics Textbooks

Textbooks are the conveyers of the new curriculum and the educational reformation. The arrangement and design of a new textbook must base on the comparison, judgment and digestion of the conventional and even the foreign textbooks. Therefore, the comparison among the current textbooks according to the requirements of the new curriculum is very important and necessary. After the release of"The New National Curriculum of High School Education", there turned out to be five different new textbooks. With the five new textbooks becoming more and more popular, the high school education started to face many new challenges: How can we use the five different new textbooks more effectively and help the high school mathematics curriculum reformation run smoothly; which textbooks are better according to the new curriculum; which textbook is most suitable for the students in a specific region. It is very important for the success of the national high school mathematics curriculum reformation to find out the answers to these questions.Thus, this thesis compared the solid geometry parts of the two new textbooks from several aspects at different levels. Theoretical analysis, literature analysis, statistical analysis, case analysis and comparison analysis were used to compare the difference of the content between the two textbooks according to solid geometry theory, statistics data and case studies from the following aspects:1. Direct comparison: comparison according to the content, structure and homework problems. For comparison of the content and structure, the designation of items and knowledge system organization were studied. For the homework problems, the quantity, content and difficult levels of the problems were compared.2. Deductive comparison: comparison according to the knowledge elements, learning skill elements and sensation & attitude. The new requirements of the"The New National Curriculum of High School Education"were induced from each aspect. Therein, knowledge elements include the knowledge coverage and the relation to other subjects; learning skill elements include the introduction of the difficult learning points and guidance of learning skills; sensation & attitude elements include the digestion of mathematics cultures. 3. Finally, the different and the common characters of the two new textbooks were concluded. The suggestions of the composition and revision of new high school mathematics textbooks were made.