A Comparative Study on the Content of Functions in High School Mathematics Textbooks from an Interdisciplinary Perspective—Taking the Teaching Materials of the People’s Education Edition and the IBDP Edition as Examples

跨学科研究已成为当今学者关注的热点，新课标也强调数学与生活以及其他学科的联系，本文以人教版和IBDP版教材为研究对象，采用比较研究法和文献研究法的研究方法，从学科来源、呈现位置、融合程度三个维度对两版教材进行分析。研究发现：在学科来源上，两版教材学科来源的分布不均衡，均以自然科学类为主；在呈现位置上，两版教材均以习题部分的跨学科内容占比最高，但电子版的IBDP版教材中有题目语音讲解和演示、绘图包、图形计算器等板块；在融合程度上，IBDP版教材综合应用型问题的数量高于人教版，跨学科内容融合程度更高。基于研究结果，本文对教师教学提出三点建议：加强跨学科知识储备，注重学科平衡；关注学生的学习体验，灵活运用教材设计；采用渐进式融合策略，加强团队协作。Interdisciplinary research has become a hotspot for scholars today, and the new curriculum standard also emphasizes the connection between mathematics and life as well as other disciplines. This paper takes the teaching materials of the Hanyu Jiao edition and the IBDP edition as the object of study, and adopts the research method of comparative research and literature research to analyze the two editions of the teaching materials in three dimensions: disciplinary source, presentation location, and degree of integration. The study found that: in terms of subject sources, the distribution of subject sources of the two editions of the textbook is not balanced, and both of them are dominated by natural sciences; in terms of presentation location, both editions of the textbook have the highest proportion of interdisciplinary content in the exercises section, but the electronic version of the IBDP edition of the textbook has sections such as audio explanations and demonstrations of the topics, drawing packages, graphing calculators, etc.; in terms of the degree of integration, the number of comprehensive and applied problems in the IBDP edition of the textbook is higher than that of the Humanities edition, and the interdisciplinary content is integrated. HMI version, and the degree of integration of interdisciplinary content is higher. Based on the results of the study, this paper suggests three recommendations for teachers: strengthening interdisciplinary knowledge and emphasizing subject balance; paying attention to students’ learning experience and flexibly using the design of teaching materials; and adopting progressive integration strategies and strengthening teamwork.