采用鲍建生教授提出的综合难度模型,对中俄数学教科书中分数习题难度进行定量分析。通过比较发现,人教版综合难度略低于俄罗斯ACT版,在背景、运算、知识点含量三个因素上两者差距不大,但在探究和推理水平上,ACT版优势明显。据此,在我国的教材编写中,需适当增加探究水平习题设置,发展解决问题能力;合理创设习题背景,提升习题整合程度;促进习题层次化分布,科学设置难度间隙。 The comprehensive difficulty model proposed by Professor Bao Jiansheng is used to quantitatively analyze the difficulty of the fractional exercises in Chinese and Russian math textbooks. By comparison, it is found that the comprehensive difficulty of PEP is slightly lower than that of ACT in Russia. There is not much difference between the three factors of background, operation and knowledge point. However, the ACT version has obvious advantages in exploration and reasoning. Accordingly, in the compilation of teaching materials in our country, it is necessary to appropriately increase the setting of inquiry-level exercises and develop the ability of problem-solving; reasonably create exercises background to enhance the integration of exercises; promote the hierarchical distribution of exercises and set the gap of science scientifically.