| The culture without conflicts is unfortunate. Chinese mathematics education in the end of Qing Dynasty, Republican Era gradually evolved to be in lines with international norms in the process of collision with western culture. Western mathematics and mathematics education had great influence on the development of trigonometry textbooks in China in this period of time. From a historical perspective, trigonometry textbooks of China from the end of Qing Dynasty to Republican Era for nearly half century, imported textbooks from foreign countries to the beginning of China compile of textbooks, from the prosperity of various publications to the appearance of national textbooks, all these make the trigonometry textbooks display the vision of all flowers in bloom. In each stage, trigonometry textbooks contained Chinese scholars’ exploration with great efforts.The present study sorted out the development of trigonometry textbooks deeply and systematically with the methods of literature research, comparative research, and summarized the compiling characteristics. Its subject is the trigonometry textbooks of middle school in China from 1902-1949, and its background is educational system of mathematics. Through analysis of a large number of original materials and second hand literature, to some extents, this study tried to reproduce the educational situations of trigonometry textbooks of middle school in the end of Qing Dynasty, Republican Era. Referring to the experience of developing trigonometry textbooks of mathematician and mathematic teachers in China, it provided suggestions for the composition of mathematics textbooks. It includes the following chapters:Chapter One is introduction, presenting the research aims and its significance, research contents, literature review, research methods, thought and innovations.Chapter Two is about trigonometry textbooks of middle school in China from 1902-1911. In this period, trigonometry textbooks of China had two origins: Japan, Europe and America. There were cultural differences in every aspect of textbook compilation. In the end of Qing Dynasty, trigonometry textbooks translated from Japan, Europe and America were separated, and discussed deeply from macroscopic view and microscopic view. However, textbooks of Japan in the early days also originated from British. So superficially differences have some similarities. Blending different kinds of compiling experiences, building a variety of compiling systems were the compiling objectives of trigonometry textbooks in the end of Qing Dynasty, Republican Era.Chapter Three is about trigonometry textbooks of middle school in China from 1912-1922. In this period, curriculum standards of mathematics began to lead the compiling trigonometry textbooks, which presented the tendency of China compile, accomplished the change from relying on textbooks translated from foreign countries in the end of Qing Dynasty to China compile. This chapter, based on the introduction of evolution of curriculum design and textbook system of trigonometry textbooks, sorted out trigonometry textbooks with the theme of China compile of trigonometry textbooks. Three representatives of trigonometry textbooks were studied as cases.Chapter Four is about trigonometry textbooks of middle school in China from 1923-1936. In 1922, the new education system divided the middle school into the two stages: junior high school and senior high school. In accordance with this, trigonometry textbooks were divided into textbooks of junior and senior. Furthermore, Influenced by the education thought of America, China began to implement integrated mathematics in 1923 so that trigonometry textbooks of junior high school presented integrated mathematics and traditional mathematics. But trigonometry textbooks were compiled for traditional mathematics. Trigonometry textbooks edited by China compile developed in the period of time. This chapter sorted out trigonometry textbooks from the perspectives of junior and senior middle school with the subject of trigonometry textbooks by China from 1923-1936, aiming to reflect the development of trigonometry textbooks of China compile in 1930 s.Chapter Five is about trigonometry textbooks of middle school in China from 1937-1949. In this period, although big publications suffered destructions to different extents, China compile of trigonometry textbooks never stopped because of this reason. In this period, trigonometry was taught in senior high school formally. In junior high school, only preliminary knowledge of trigonometry was learned, so trigonometry textbook often appeared in the form of numerical trigonometry. In addition, influenced by experimental geometry, to some extents, numerical trigonometry of this period had the features of experiments. This chapter, based on summarizing the examination and approval system of mathematics textbooks of middle school, sorted out the development of China compiling trigonometry textbooks in this period, selected influential trigonometry textbooks of junior and senior middle school respectively as cases and carried out microcosmic analysis, and made a summary of compiling characteristics.Chapter Six is about trigonometry textbooks of middle school beyond educational system of mathematics from 1912-1949. Due to the fact that trigonometry textbooks translated were not consistent with the requirement of educational system of mathematics, it had certain independent characteristics. Trigonometry textbooks translated in Republican era was the extension and development of Qing Dynasty. Learning methods shifted from Japan to Europe and America. Trigonometry textbooks translated set an example to the compiling trigonometry textbooks in China, and aided the development of China compile of trigonometry textbooks. Most of the trigonometry textbooks translated were used in senior high school and occupied almost half of the trigonometry textbooks of all senior high schools. This chapter sorted out the trigonometry textbooks translated, which were used from 1912-1949. Selecting influential and widely used textbooks: Wentworth’s Trigonometry and Granville’s Plane Trigonometry, and compared the original version and translated version, and summarized the development and compiling characteristic of trigonometry textbooks.Chapter Seven is about the changes of trigonometric functions in trigonometry textbooks of middle school in China from 1902-1949. With the changes of time, school system, rules and mathematics curriculum standards were revised constantly. However, the compilers, publications of trigonometry textbooks compiled and published trigonometry textbooks with the principle of making trigonometric functions the major contents. This chapter, based on the revision of the history of six trigonometric functions, explored the process of changes from the perspectives of concept and content in trigonometry textbooks in China from 1902-1949, expecting to understand the development of trigonometric functions systematically and provide some suggestions to the compiling trigonometric functions in mathematic textbooks in China.Chapter Eight is conclusion. Firstly, it summarized the main factors influencing the changes of trigonometry textbooks from 1902-1949 in China from internal and external aspects; Secondly, by reviewing the development of trigonometry textbooks of middle school in China from 1902-1949, it can be seen that trigonometry textbooks in different periods had its characteristics, which were summarized from macroscopic and microscopic views; Thirdly, through sorting out trigonometry textbooks of middle school in China from 1902-1949, three experiences and implications to compiling mathematics textbooks and suggestions for further studies were proposed. |
PDF Full Text Request