| In 2020,the newly revised curriculum standard The Mathematics Curriculum Standard For Ordinary senior high school(2017 Edition,2020 Revision)was promulgated.Subsequently,the newly revised textbooks based on the curriculum standards were put into use in the autumn of 2022.The new edition of high school mathematics textbooks has been put into use for a short time.Front-line teachers urgently need to carry out systematic and quantitative analysis based on the new edition of high school mathematics textbooks to help practical teaching.As one of the main lines of the curriculum,the content of “ probability and statistics ” plays an irreplaceable role in the study of high school mathematics.Therefore,this paper takes the consistency analysis between the “ probability and statistics ” content of the new high school mathematics textbook and the newly revised curriculum standard as the starting point,and studies the consistency of the content of the high school mathematics textbook and the characteristics of the consistency of different dimensions,in order to help teachers improve their teaching and research ability to a certain extent.Based on the above realistic background and purpose,this paper selects the content of “ probability and statistics ” in the newly revised ordinary high school mathematics textbook of Hunan Education Edition in 2022,and studies its consistency with the corresponding content requirements in the The Mathematics Curriculum Standard For Ordinary senior high school(2017 Edition,2020 Revision).The proposed research questions are as follows : First,what is the consistency analysis framework of“ probability and statistics ” content and curriculum standards in high school mathematics textbooks of Hunan Education Edition,including several parts ? Second,what is the consistency between the “ probability and statistics ” content of the high school mathematics textbook of Hunan Education Edition and the overall curriculum standard ? What are the characteristics of the consistency of different dimensions ?Third,what is the consistency between the “ probability and statistics ” content of the high school mathematics textbook of Hunan Education Edition and the specific content of each part of the curriculum standard ? What are the characteristics of the consistency of different dimensions ?With the help of SEC consistency analysis model,this paper uses literature research method,content analysis method,statistical analysis method and comparative analysis method to study the consistency of “ probability and statistics ” content and its various parts in high school mathematics textbooks of Hunan Education Edition from the two dimensions of content theme and cognitive level,analyzes the characteristics of consistency in different dimensions,and puts forward suggestions for the improvement of teachers ’ teaching and evaluation mode based on the research results.The results show that the consistency analysis framework of “ probability and statistics ” content and curriculum standards in high school mathematics textbooks of Hunan Education Edition is composed of 15 × 3 two-dimensional matrix of content theme × cognitive level.The consistency coefficient between the “ probability and statistics ” content of the high school mathematics textbook of Hunan Education Edition and the overall curriculum standard is 0.536,that is,to a certain extent.The consistency coefficients of the compulsory content of “ probability and statistics ”,the selective compulsory content of “ probability and statistics ”,the content of “ probability ”,the content of “ statistics ” and the content of “ counting principle ” in the high school mathematics textbooks and curriculum standards of Hunan Education Edition are0.449,0.673,0.609,0.477 and 0.603,respectively,which are consistent to a certain extent.It can be seen that the high school mathematics textbooks and curriculum standards of Hunan Education Edition have reached a certain degree of consistency in all parts.By analyzing the consistency characteristics of each dimension,it is found that the content topics of textbooks and curriculum standards are basically the same,and the proportion differences have their own characteristics;both textbooks and curriculum standards attach importance to the level of cognition,and the level of difficulty is slightly different.Based on this,the following suggestions are put forward from the perspective of teachers ’ use of textbooks,curriculum standards guiding teachers ’ teaching and educators ’ improvement of consistency evaluation methods : teachers can use textbooks flexibly according to their own characteristics;teachers should pay attention to the guiding role of curriculum standards in teaching;educators can further improve the consistency evaluation method in China. |
