A Comparison On Developing Symbol Sense In Junior Schools Between China And Japan

Mathematics Curricula Standards of Fulltime Compulsory Education(2011)propose that “Symbol Sense mainly refers to the ability to understand and use the number of symbols,the relationship between the number and variation.Know that the use of symbols can be performed and reasoning,and obtained the general results.” From the symbol sense to the symbol sense now,the important position of the symbol sense in learning mathematics is more and more prominent.And,Japan participated in a number of international assessment survey achieved very good results,it has carried on the education reform in the domestic many times and forms its own characteristic.Therefore,this paper makes a comparison between Chinese and Japanese textbooks on the methods of developing Symbol Sense.We use the textbooks which named "Grade nine mathematics(2013)" pressed by People's Education Press and "mathematics 3(2011)" by Publisher Akira Hayashikan to compare the content of quadratic equation in one unknown.In this paper,the methods of literature reviewing,comparative analysis approach and video analysis method are used.In this paper,the aim,the structure,the contents.etc are compared with qualitative method based on comparative education compared.And the comparison between the two countries in the curriculum objectives of Symbol Sense,and thus the comparison the method between the two countries to cultivate Symbol Sense.We get such points: F irst,from the curriculum standards,the understanding of Symbol Sense is basically the same,both divided it into three levels.But,Japan is more emphasis on activities in learning,increase the interest and practicality of knowledge.And our country pays more attention to the cultivation of mathematical thinking mode,focusing on the training of students' thinking ability.Second,about the Symbol Sense teaching requirements,Chinese textbooks is higher than in Japan,and the textbooks to cultivate Symbol Sense are using two different methods.Chinese textbooks are the way of centralized arrangement and centralized treatment,and the Japanese teaching materials are the way of long-term edification.The method of C hinese textbook is more advantageous to the students to master the method of solving quadratic equation in one unknown.But the Japanese textbook in the preparation of the formula is more detailed than the Chinese textbooks,more suitable for the level of students' ability.Through the comparison of the above results,we c an provide the following inspiration for the compilation of textbooks in our country: First,while maintaining our superiority,we adopt the centralized arrangement to deal with Symbol Sense,sometime spiral upward pattern should be adopted.And we should let the students have enough time to think and explore,and the use of a variety of ways to improve the level of student awareness of the symbol,and introduce life material and activities and make full use of the life experience of the students.Second,Teaching materials should pay attention to the existing ability of the students,at the time of knowledge of transition and derivation,as described in more detail,or find a way students can be more easily to understand.