Analysis Of The Consistency Between The Junior Middle School Mathematics Textbook And The Curriculum Standards Of The People's Education Edition And Beijing Normal University Edition

At first,the textbooks of Chinese students were only issued by the People’s Education Publishing House.After the curriculum reform,various disciplines have also issued unified curriculum standards.Compared with the syllabus based on the previous syllabus,the introduction of the curriculum standard gives the educators more space to play.On the basis of the curriculum reform,the textbook can be written more flexibly according to the actual situation.According to the curriculum standards,China has successively produced various textbooks,which provide more choices and comparisons for schools and teachers,and also facilitate the comprehensive implementation of basic education curriculum reform.Junior high school mathematics textbooks have also appeared in the "one standard and multiple copies" situation.On the basis of the previous experimental class standards in 2011,the Ministry of Education promulgated the "Compulsory Education Mathematics Curriculum Standards(2011 Edition)".The introduction of the new curriculum standards also indicates that the textbooks will be updated accordingly.So far,the 2011 version of the mathematics curriculum standard has been a blueprint for the curriculum reform for nearly a decade.In the process of contact with front-line teachers,through the comparison between different versions,many teachers found that there are some differences between different versions of textbooks,and some of the content processing is not the same as the curriculum standards.At the same time,researchers have found that education can achieve maximum overall results only if the elements of curriculum standards,textbooks,practical teaching and evaluation are highly consistent.Faced with a large number of textbooks,how can different regions and schools adapt to their own practical and reasonable selection of mathematics textbooks,better play the role of textbooks in teaching resources,and help students master the teaching content and improve their learning ability has become a new problem.In addition,what are the advantages and disadvantages of each version of textbooks,how different versions of textbook design differences,whether there are some unreasonable points in textbook design,how to correct or improve the deficiencies in textbooks,these types of problems All need to be taken seriously.Based on the evaluation of teaching materials and curriculum consistency at home and abroad,this paper selects the widely used PEP and Beijing Normal University junior high school mathematics textbooks and the Compulsory Education Mathematics Curriculum Standards(2011 Edition)for consistency analysis.The functional part of the compulsory education stage that is difficult to grasp and understand numerically encodes two versions of textbooks and curriculum standards.With the help of the course difficulty models of Shi Ningzhong,Kong Fanzhe and Li Shuwen of Northeast Normal University,the paper analyzes the difficulty of the course,the breadth of the course and the depth of the course.It draws on the SEC consistency analysis paradigm for consistency analysis and uses the Porter consistency coefficient.Calculate the formula and calculate the consistency coefficient between the two versions of the textbook and the curriculum standard,and compare it with the corresponding threshold.On this basis,the analysis and comparison draw conclusions and make recommendations.Through comparative analysis in different dimensions,we found that the two versions of the textbooks in terms of the breadth of the curriculum are expanded on the basis of the curriculum standards.In terms of the depth of the curriculum,the two versions of the textbooks are lower than the curriculum standards.On the other hand,the textbooks of the Beijing Normal University version are slightly higher than the curriculum standards,and the textbooks of the PEP version are highly consistent with the curriculum standards;the two versions of the textbooks have a 95%confidence level,both of which exist with the curriculum standards.At the same time,we also found that textbooks deal with the relevant content of the curriculum standards in the order and logic of the layout;the curriculum standards are not specific enough for the relevant content;the two versions of the textbooks have their own advantages,the writers are difficult Higher content is decomposed or increased in terms of course time,making it easier for students to learn.