Research On The Consistency Between Modeling Literacy And Curriculum Standards Of New High School Mathematics Textbooks

Most teachers interpret the curriculum standards much less than the textbooks,which are the direct manifestation of the specific requirements of the curriculum standards;therefore,in teaching practice,judging the degree of relevance of textbooks to the curriculum standards has been a popular topic among educators in recent years.In the fall of 2019,new textbooks prepared according to the General High School Mathematics Curriculum Standards(2017 Edition)have been used in China one after another.Whether the new textbooks are consistent with the curriculum standards is a question worth exploring.Based on Yu Ping's core literacy evaluation system and SEC consistency analysis paradigm,the consistency analysis framework of modeling literacy in high school mathematics curriculum standards and textbooks is constructed,and the consistency analysis of modeling contents in the high school mathematics textbooks of Renmin A,Renmin B,and Bei Shi Da editions with the modeling contents in curriculum standards is conducted from the content topics and cognitive levels,and the following findings are found.(1)The modeling literacy in the Humanities A edition textbooks had the highest level of consistency with the curriculum standardsUsing SEC consistency analysis method to analyze the consistency of modeling literacy in the three editions of textbooks with the modeling literacy specified in the curriculum standards,it was found that the Hanyu A edition had significant consistency with the curriculum standards in terms of consistency coefficients,while the Hanyu B and Beijiaoji University editions had deviations in comparing the consistency coefficients with the curriculum standards and did not have significant consistency.(2)The three editions of textbooks are basically consistent with the curriculum standards in terms of content topicsThe textbooks were all consistent with the curriculum standards in terms of content arrangement,with separate chapters on mathematical modeling as the main line of required content.The three editions of the textbooks were found to be similar to the curriculum standards in terms of the percentages of "Contextual Representation," "Problem Formulation," and "Cycles," but in terms of the "However,there are differences in the topic of " modeling process.In the curriculum standards,the curriculum and teaching contents of mathematical modeling are not clearly defined,and the assessment contents of mathematical modeling are detailed but low in operability.(3)Differences in cognitive level between the North Teacher's Edition textbook and the curriculum standardsIn the dimension of cognitive level,the requirements of Renminbi A and Renminbi B editions tend to be the same as those of the curriculum standards,both emphasizing the training and mastery of "understanding" and "transfer".However,there is a significant difference between the "innovative" level of the textbook and the curriculum standard,and the "innovative" level of the textbook exceeds the requirements of the curriculum standard,aiming to train students to creatively solve real-life modeling problems and effectively develop their mathematical modeling ability.