A Study On The Consistency Between Function Exercises And Curriculum Standards In High School Mathematics Textbooks

The promulgation of curriculum standards provides guidance for the compilation of textbooks,curriculum teaching,teaching evaluation and examination propositions.Teaching material is an important carrier of curriculum reform and occupies an important position in the field of education.Under the guidance of the curriculum standard,there are different versions of the textbook,so it is necessary to study whether these versions conform to the curriculum standard.There is a large amount of space in the textbooks.The consistency level of the math textbooks and curriculum standards is a research field to be explored and developed,given that the research system for the consistency of the textbooks and curriculum standards is not yet mature.In this study,Professor Yu Ping’s framework of mathematics core literacy is combined with SEC consistency analysis model to construct a localized analysis model of consistency between exercises and curriculum standards in high school mathematics textbooks.The high school mathematics textbooks "Function" exercise and "Common High School Mathematics Curriculum Standard(2017 edition)" of Renmin Education A edition and Beijing Normal University edition were selected as the research object,coding rules were formulated and the two versions of the curriculum standard and the high school mathematics textbooks "function" exercise were coded respectively,to determine the two-dimensional coding system of "content theme x cognitive requirements".SPSS23.0,MATLAB and EXCEL were used for statistical analysis and descriptive statistical analysis,and the consistency results of "function" exercises in the two versions of textbooks and curriculum standards were obtained.The following conclusions were drawn based on the research results:(1)From the SEC consistency analysis,it can be concluded that,from the overall dimension,there is statistically significant consistency between the teaching materials A edition and Beijing Normal University edition,and the consistency between the teaching materials A edition and the curriculum standards is stronger than that of Beijing Normal University edition.From the perspective of cognitive level,both textbooks and curriculum standards of the two editions have statistically significant consistency,and the consistency between Beijing Normal University edition and curriculum standards is stronger than that of human-taught A edition.Under each dimension of mathematics core literacy,the Teaching A edition has statistically significant consistency with the curriculum standards in logical reasoning,mathematical modeling and intuitive imagination,but has no statistically significant consistency with the curriculum standards in mathematical abstraction and mathematical operation.Beijing Normal University Edition has statistically significant consistency with the curriculum standard in logical reasoning,mathematical operations and intuitive imagination,but does not have statistically significant consistency with the curriculum standard in mathematical abstraction and mathematical modeling.(2)From the consistency analysis of different dimensions,it can be concluded that: from the overall dimension,the emphasis on the core literacy of mathematics in each content topic of the two textbooks is inconsistent with the curriculum standard,and each has its own emphasis.From the content topic dimension,the two textbooks pay too much attention to mathematical operation and not enough attention to mathematical abstraction,and tend to be at the level of knowledge transfer at the cognitive level.The proportion of mathematics core literacy and cognitive level in each content topic is quite different.From the perspective of cognitive level,the core literacy of mathematics in the two textbooks is consistent with the curriculum standard at the level of knowledge transfer,but there are differences in the level of knowledge understanding and knowledge innovation.In order to improve the consistency of high school mathematics textbooks and curriculum standards,this study puts forward relevant suggestions from four aspects of consistency research tools,curriculum standards,textbook compilation and teacher teaching according to the research conclusions.