《基础教育课程改革纲要（实行）》明确指出了“国家课程标准是教材编写、教学、评估和考试命题的依据”。以《普通高中数学课程标准（2017年版2020年修订）》为指导的各版本高中数学教材陆续出版，而教材例题作为教材的重要组成部分，直接关系到教师的教学效果和学生的新知掌握，其与课程标准的一致性如何亟待探讨。鉴于此，本研究的研究对象选取了使用率较高的人教A版教材（2019版）和具有当地特色的苏教版教材（2019版）中函数主题的例题，以及《普通高中数学课程标准（2017年版2020年修订）》。研究针对高中数学课程标准的研究、数学教材及例题的研究和教材与课程标准的一致性研究进行了文献综述，确定采用SEC一致性分析模型和相关系数并构建了融入数学核心素养的一致性分析框架。本研究的主要研究问题是：在综合SEC模型和相关系数等构建的一致性分析模型下人教A版和苏教版高中数学教材“函数”主题的例题与《高中数学课标（2020）》的一致性如何？具体包括：第一，如何综合SEC模型和相关系数构建本研究中一致性分析模型，以此分析高中数学教材例题与课程标准？第二，苏教版和人教A版高中数学教材“函数”主题的例题与课程标准在内容主题、认知水平和数学核心素养维度下的一致性水平如何？总体一致性水平如何？分别有什么具体特征？ 本研究主要采用内容分析法，辅以比较分析法，对两版教材例题与课标的一致性展开分析与探讨。首先，基于综合SEC模型和相关系数的一致性分析框架确定基本维度，包括内容主题、数学核心素养和认知水平，由此对两版教材例题和课标进行编码；其次，针对编码结果利用MATLAB和SPSS软件计算一致性指数P和相关系数，对一致性结果进行量化分析；最后，利用比率差和EXCEL绘制图象，对两版教材例题与课标的一致性展开进一步的质性分析与探讨。得到分析结论：（1）从内容主题来看，两版教材例题与课标达到非常显著相关，均有很高的一致性。（2）从认知水平来看，两版教材例题与课标不存在显著相关，均有较低的一致性，其中课程标准在认知水平的分布呈现由理解、迁移到创新逐渐下降的趋势，而两版教材例题中比率最高的均是迁移水平，其次是理解水平，最后是创新水平。将认知水平结合内容主题来看，由于大部分内容主题下的认知水平分布很接近，因此两版教材例题与课标有很高的一致性，人教A版的更高。（3）从数学核心素养来看，苏教版例题与课程标准达到非常显著相关，有极高的一致性；人教A版例题与课程标准达到显著相关，有较高的一致性。将数学核心素养结合内容主题来看，两版教材例题与课标均有极高的一致性，人教A版的更高；将数学核心素养结合认知水平来看，两版教材例题与课标均有较高的一致性，人教A版的更高。（4）从整体来看，两版教材例题与课标均有中等偏低的一致性，人教A版的更高。综合上述分析结果，研究最终对教材的编写者和使用者提出参考建议，并就数学课程标准和一致性分析的研究进行讨论与反思。

"Outline of Basic Education Curriculum Reform (Trial) "clearly points out that "the national curriculum standards are the basis for the preparation of teaching materials, teaching, assessment and examination propositions". various versions of high school mathematics textbooks have been published one after another, guided by the Mathematics Curriculum Standards for Ordinary High Schools (2017 edition revised in 2020), and as an important part of the textbooks, the examples of the textbooks are directly related to the teaching effect of the teachers and the mastery of the new knowledge of the students, and there is an urgent need to analyse the consistency of the teaching materials with the course standards. In view of this, the research objects of this study were selected from the examples on the topic of functions in the textbooks of the People’s Education Press version A(2019), which is highly used, and the Su edition(2019) with local characteristics, as well as the high school mathematics curriculum standards (2020 Revision). The research conducted a literature review based on the study of curricular criteria for high school mathematics, the study of teaching materials in mathematics and examples, and study on the alignment of teaching materials with curriculum standards, and determined the use of the SEC consistency analysis model and correlation coefficients, as well as constructed a framework for consistency analysis incorporating the core mathematical literacy.The main research question of this study is: How alignment is the examples on the topic of "Functions" in the high school mathematics textbooks of the PEP version A and Su edition with the high school mathematics curriculum standards (2020 Revision)  under the consistency model constructed by combining the SEC model and the correlation coefficient? Specifically: first, how can the SEC model and the correlation coefficient be combined to construct the alignment analysis model to analyse examples of high school mathematics teaching material in the light of curriculum standards? Second, to what extent do the examples on the topic of "function" in the Su edition and PEP version A of high school mathematics teaching materials meet the standards of the mathematics curriculum in terms of content themes, cognitive level and mathematical core literacy dimensions? What is the overall level of consistency? What are the specific characteristics of each?This study mainly adopts the content analysis method, supplemented by the comparative analysis method, to analyse and explore the conformity between the two editions of the teaching material examples and the criteria. Firstly, based on the consistency analysis framework of integrated SEC model and correlation coefficient, the basic dimensions were identified, including content themes, mathematical core literacy and cognitive levels, from which the two editions of the textbook examples and the standards were coded; secondly, the alignment index P and correlation coefficients were calculated for the coding results by using the software of MATLAB and SPSS, so as to conduct a quantitative analysis on the consistency results; Finally, further qualitative analysis will be conducted to determine if the two editions of the textbook examples meet the criteria, using the differences between the ratios and the EXCEL graphs.The conclusions of the analyses were obtained: (1) From the viewpoint of content themes, examples from the two editions of the textbooks showed very significant correlation with the curricular criteria, both of which had a high degree of alignment. (2) From the viewpoint of cognitive level, there is no significant correlation between the examples of the two editions of the textbooks and the standards, and both have low alignment, in which the distribution of the curriculum standards in the cognitive level shows a decreasing trend from comprehension, transfer to innovation, and the highest rate of the examples of the two editions of the textbooks is at the level of transfer, followed by comprehension, and lastly at the level of innovation. Combining the cognitive levels with the content themes, since the distribution of cognitive levels under most of the content themes is very close, there is a high degree of consistency between the examples of the two editions of the textbooks and the standards, and the rate is higher in the People’s Education Press version A. (3) From the perspective of core literacy of mathematics, the two editions of the textbook examples have reached a very significant correlation with the standards, and both of them have very high alignment; from the perspective of combining core mathematical literacy with content themes, the two editions of the textbook examples have very high alignment with the standards, and it is even higher in People’s Education Press version A. From the perspective of combining core mathematical literacy with cognitive level, the two editions of the textbook examples have relatively high alignment with the standards, and it is even higher in People’s Education Press version A. (4) As a whole, there was a moderately low level of agreement between the examples and the standards in both editions of the textbooks, with the higher level in People’s Education Press version A.Synthesizing the results of these analyses, the research culminates in recommendations of references for writers and users of textbooks, as well as discussion and reflection on the mathematics curriculum standards and study of alignment analyses.