基于HPS教育理论的人教版与苏教版高中数学教材对比研究——以“函数的概念与性质”为例

A Comparative Study of the People’s Education Press and Jiangsu Education Press High School Mathematics Textbooks Based on HPS Educational Theory—A Case Study of “The Concept and Properties of Functions”

摘要: 在《普通高中数学课程标准(2017年版2020年修订)》强调发展数学核心素养的背景下，HPS教育理论为教材研究提供了新视角，“函数的概念与性质”作为高中数学的核心章节，HPS内容融入其中的质量对素养培育至关重要。以人教版(2019版)与苏教版(2022版)教材为对象，采用内容分析法，从科学史、科学哲学、科学社会学维度对该章节HPS内容展开对比与分析。结果显示，两版教材均融入一定数量HPS内容，人教版侧重科学史脉络与科技应用，苏教版突出科学哲学思辨与生活应用；呈现方式上均以正文和栏目为主，人教版辅以图表增强直观性，苏教版在习题中嵌入HPS元素。两版教材均存在维度分布不均、呈现方式单一等问题，研究结果可为教材优化与HPS教学实践提供参考。

Abstract: Against the backdrop of the General Senior High School Mathematics Curriculum Standards (2017 Edition, Revised in 2020) emphasizing the development of core mathematical competencies, the HPS (History, Philosophy, and Sociology of Science) educational theory offers a novel perspective for textbook research. As a core chapter in senior high school mathematics, “The Concept and Properties of Functions” plays a pivotal role in fostering students’ scientific literacy, and the quality of HPS integration within this chapter is therefore critical. Taking the People’s Education Press (PEP, 2019 edition) and Jiangsu Education Publishing House (JEPH, 2022 edition) textbooks as research subjects, this study employs content analysis to comparatively examine the HPS elements in this chapter from three dimensions: history of science, philosophy of science, and sociology of science. Findings indicate that both textbooks incorporate a certain amount of HPS content: the PEP textbook emphasizes historical development and technological applications, while the JEPH textbook highlights philosophical reflection and real-life connections. In terms of presentation, both primarily embed HPS content in main texts and special columns; the PEP textbook enhances intuitiveness through charts and diagrams, whereas the JEPH textbook integrates HPS elements into exercises. However, both versions exhibit imbalanced distribution across HPS dimensions and relatively monotonous presentation formats. These findings provide valuable insights for future textbook revision and the implementation of HPS-informed teaching practices.