新课标视角下高中数学新旧教材对比研究——以人教A版平面向量为例
A Comparative Study of the Old and New High School Mathematics Textbooks from the Perspective of the New Curriculum Standard—Taking the Plane Vectors in the People’s Education Press Edition A as an Example

目前新课程已经在全国全面推行两年。新课程在课程理念、教材教法上都有一些进步。从数学核心素养的角度出发，鉴于教学实践中出现的问题，课程标准在过去的基础上进行了重大调整，更加重视“以生为本”和“立德树人”的教育理念，强调对学生数学核心素养的培养。另一方面，随着平面向量在高中课程中的重要性与日俱增，教材也做出了明显的改变，本论文聚焦于高中数学人教A版平面向量新旧教材，在新课标背景下从章节结构、知识系统、例习题系统三个维度展开总结新旧教材的异同。研究发现新教材在知识系统性、思维启发性、素养培育性等方面有显著优化，为高中数学教师教学改进与学生学习提升提供了有力支撑与新的方向指引，同时也为后续教材研究及数学教育改革提供了有价值的参考案例与数据基础。
At present, the new curriculum has been comprehensively implemented nationwide for two years. The new curriculum has made some progress in terms of curriculum concepts, teaching materials, and teaching methods. From the perspective of the core mathematical competencies and considering the problems emerging in teaching practice, the curriculum standards have undergone major adjustments based on the previous versions. Greater emphasis is placed on the educational concepts of “student-centered” and “cultivating virtue and nurturing people”, with an emphasis on the cultivation of students’ core mathematical competencies. On the other hand, as the importance of plane vectors in high school courses has been increasing day by day, the teaching materials have also undergone obvious changes. This thesis focuses on the old and new versions of the plane vector teaching materials of the People’s Education Press Edition A for high school mathematics. Under the background of the new curriculum standards, the similarities and differences between the old and new teaching materials are summarized from three dimensions: chapter structure, knowledge system, and example and exercise system. The research findings indicate that the new teaching materials have been significantly optimized in terms of knowledge systematicness, thinking inspiration, and competency cultivation, providing strong support and new direction guidance for high school mathematics teachers’ teaching improvement and students’ learning enhancement. At the same time, it also provides valuable reference cases and a data foundation for subsequent teaching material research and mathematics education reform.