Comparison of PEP and Jiangsu Science and Technology Editions Based on the New Curriculum Standards: A Case Study of Exercises on “Linear Equations in One Variable”
基于新课标的人教版与苏科版教材比较——以“一元一次方程” 习题对比为例

摘要

以2022年版《义务教育数学课程标准》为背景，选取人教版与苏科版七年级上册“一元一次方程”章节习 题为研究对象，采用定量与定性相结合的方法，从习题数量、类型、背景及难易程度四个维度展开系统比较.研究发现， 人教版习题总量略多，注重节末强化与应用题设计，强调推理能力与知识整合；苏科版则侧重章末整合与计算题训练， 突出运算技能与基础知识掌握.两版教材在习题背景上均以无实际背景和生活背景为主，科学背景缺失，反映出情 境真实性与跨学科融合不足.研究建议，未来教材习题设计应增强真实性、整合性与思维挑战性，以促进学生从解 题向解决问题的素养转型，为教材编写与教学实践提供参考.

Abstract

 Against the background of the 2022 edition of the Compulsory Education Mathematics Curriculum Standards, this study selects the exercises in the chapter on “linear equations in one variable” from the first volume of Grade 7 textbooks published in the PEP edition and the Jiangsu Science and Technology edition as the research objects. Using a combination of quantitative and qualitative methods, it conducts a systematic comparison from four dimensions: exercise quantity, exercise type, exercise context, and difficulty level. The study finds that the PEP edition contains a slightly larger number of exercises, emphasizes end-of-section reinforcement and application problem design, and highlights reasoning ability and knowledge integration. The Jiangsu Science and Technology edition focuses more on end-of-chapter integration and computational training, emphasizing operational skills and mastery of basic knowledge. In terms of exercise contexts, both editions are dominated by exercises without real-life contexts and exercises with daily-life contexts, while scientific contexts are lacking, reflecting insufficient authenticity of situations and inadequate interdisciplinary integration. The study suggests that future textbook exercise design should enhance authenticity, integration, and cognitive challenge, so as to promote students’ competence transformation from problem solving to solving real problems, and provide reference for textbook compilation and teaching practice.