A Comparative Study On The Introduction Of Definition Between English And Chinese Mathematics Textbooks Of Middle School

Concept presentation has always been a junior high school is easy to ignore one of the problems in teaching, Concept presentation is the beginning of the mathematics concept teaching。Due to the introduction of the concept is standing on the position of students to consider, Take the student as the main body, the learning environment for students, lets the student in a problem situation, prompting students to analyze, compare, comprehensive and abstract concepts. So a reasonable and appropriate to introduce the concept of is a good way to cultivate students’ thinking ability, let the students a deeper understanding of mathematical knowledge. A novel and ingenious concept is introduced, not only can focus the attention of students, stimulate students’ interest in learning, but also can make students quickly into mathematical thinking state, help them to discover and create, to get good learning effect.The author of this paper compared the Chinese people’s education press and the SMP materials, I hope to be able to provide some references for first-line teachers.Previous articles study a particular version of the concept of teaching material in ways as well as the concept of different classification.In this article, I will compare the different introduction of definition in junior middle school textbook.The main body of the whole article is divided into algebra, geometry, probability and statistics.Through the comparative study, I will find the different of the same concept through the comparative study, and finally get the following conclusion:The Chinese version of the junior middle school mathematics teaching material is good at using a variety of ways to introduce a definition of definition,Starting from the background of the research question,As the old knowledge introduction and been used for 4 times, introduced the practical background, The actual problem and the introduction of mathematical problems by using the three times, introduced the experimental operation is used twice. The way of introducing the purpose is to arouse the enthusiasm of students learning and enthusiasm, Let them from the practical problems found in mathematics problems, learning of mathematics knowledge on the basis of learning new knowledge, In the process of hands-on experience of mathematics knowledge generation process. When the enthusiasm of the students is to mobilize again after to mathematical definition is given from the perspective of mathematical thinking, The selected 22 definition, uncluttered by nine times, abstract definition is used for six times, induction has been used 5 times, analogy is used twice.The SMP version of junior middle school mathematics teaching materials are not good at using combination of several methods of introducing don’t pay attention to the introduction of the background, Only two defined respectively using the actual background introduction and the introduction of experimental operation, no use old knowledge introduction, introduced and mathematical problems introduced by the actual problem. They introduce more inclined to directly from the mathematical way of thinking, such as the selected 22 in the definition of abstract definition method is used for 15 times, uncluttered by using 6 times, reasoning is used once, not used analogy and induction of definition is given.