A Comparative Analysis of New and Old Versions of Junior High School Mathematics Textbooks from the Perspective of the New Curriculum Standards—Taking “Linear Equations with One Unknown” in the People’s Education Press (PEP) as an Example

从新课标视角出发，结合认知心理学与教育心理学理论，运用内容分析法和比较研究法，对比分析人教版初中数学新旧教材中一元一次方程的内容。新教材通过优化知识结构、降低认知负荷、强化探究性学习策略，在数学建模能力培养上具有显著优势；其情境创设多元化、数学文化深度融合的特点，更符合建构主义学习理论的核心思想。得到以下启示：教材编排需符合认知规律，降低学习负荷；通过真实情境任务驱动数学建模能力发展；创新教材体例结构，支持自主知识建构与文化浸润。From the perspective of the new curriculum standards, combined with cognitive psychology and educational psychology theory, this study employs content analysis and comparative research methods to conduct a comparative analysis of the content of linear equations with one unknown in the new and old versions of the junior high school mathematics textbooks published by the People’s Education Press. The new teaching material has significant advantages in cultivating mathematical modeling ability by optimizing knowledge structure, reducing cognitive load and strengthening exploratory learning strategies; its characteristics of diversified situation creation and deep integration of mathematical culture are more in line with the core ideas of constructivist learning theory. The following insights are obtained: The arrangement of teaching materials should conform to the cognitive law and reduce the learning load; the development of mathematical modeling ability should be driven by real situational tasks; the structure of teaching materials should be innovated to support independent knowledge construction and cultural immersion.