Research On The Consistency Between Exercises And Curriculum Standards In High School Textbooks

In order to implement the "General High School Mathematics Curriculum Standards(2017Edition,2020 Revision)",develop the core literacy of students’ mathematics,and revise the new teaching materials of the People’s Education A version of the new mathematics curriculum standard,in 2020,the "General High School Mathematics Curriculum Standards(2017 edition(2020revision)".In this paper,through the analysis of the surface structure,the deep structure,and the consistency level of the exercises in the mathematics textbooks and the curriculum standards,it is expected to put forward relevant suggestions for the compilation of textbook exercises based on the curriculum standards.This paper takes the optional compulsory course 2 of the People’s Education A version as an example.First,the content of the textbook exercises and curriculum standards are coded.On this basis,the content analysis method is used to analyze the surface structure of the exercises from the aspects of the number,type and background of the exercises;Use the "Comprehensive Difficulty Model" to analyze the deep structure of the exercises from the aspects of hierarchy and difficulty;draw on Weber’s consistency analysis model to analyze the consistency of the textbook exercises and the curriculum standards.The main conclusions of this paper are: in the structural analysis of the exercises in the textbook,the exercises are highly hierarchical,emphasizing the basic and developmental;the design of the exercises is close to life,with openness and operability;the reasoning and operation are difficult and the knowledge content is low the inquiry and background difficulty is low.In terms of consistency analysis between textbook exercises and curriculum standards,the textbook exercises and curriculum standards have reached acceptable levels in the three dimensions of knowledge type,knowledge depth,and knowledge breadth,but the consistency of knowledge balance is poor.