Research On The Consistency Between High School Mathematics Function Content And Curriculum Standard

In order to adapt to the "General Senior High School Mathematics Curriculum Standards(2017 Edition)" issued by the Ministry of Education,each publishing house organized experts and scholars to interpret and study the concept of the new curriculum standards,and combined with their research results,compiled a new version of senior high school mathematics textbooks.Developing students’ core literacy in mathematics is a prominent embodiment of the concept of new curriculum standards,so it is of great timeliness and practical significance to study the consistency between new textbooks and curriculum standards under the core literacy.In this study,the core literacy evaluation framework is integrated with the SEC consistency model,and the SEC consistency model adapted to the core literacy evaluation is established,and the coding basis of curriculum standards and textbook contents in cognitive themes and cognitive levels of core literacy is determined and coded.With the help of MATLAB software and descriptive statistical methods,this paper studies the consistency of the function content in the required textbooks of senior high schools of People’s Education Edition A and Beijing Normal University Edition and the Mathematics Curriculum Standards for Ordinary Senior High Schools(2017 Edition)in mathematics core literacy,and analyzes the SEC consistency and the distribution characteristics of its proportion.From the SEC consistency analysis,in the overall dimension,the textbook of PEP A and curriculum standards have significant consistency in the distribution of mathematics core literacy,while the textbook of Beijing Normal University has no significant consistency with curriculum standards.In the dimension of cognitive theme,both textbooks and curriculum standards have significant consistency,and version A of People’s Education is better;In the dimension of cognitive level,People’s Education Edition A has significant consistency with curriculum standards,but Beijing Normal University Edition has no significant consistency with curriculum standards.From the perspective of proportion distribution,in the distribution of cognitive themes,both versions of textbooks can fully reflect the core literacy of mathematics,but the proportion is different;In the cognitive level dimension,there are differences between the two versions of textbooks and curriculum standards.The textbooks pay the most attention to knowledge transfer,but pay little attention to knowledge understanding and knowledge innovation.From the internal analysis of each content theme and cognitive level,there are big differences in the distribution of each core literacy.According to the research results,the following suggestions are put forward from three aspects: curriculum standard interpretation,textbook compilation and teacher teaching:deepening curriculum standard interpretation based on core literacy;Further optimize the compilation of textbooks according to the requirements of core literacy;Cultivating students’ mathematics core literacy according to the requirements of curriculum standards.