A Comparative Study Of Junior High School Mathematics Textbooks In China And India And A Survey On The Use Of Textbooks

Textbook which plays an important role in the teaching process is one of the most basic teaching elements.Comparing textbooks is a hot issue in comparative education research.When we compile a textbook,we should make some comparisons with other countries'textbooks to absorb the reasonable components.In this paper,the junior high school mathematics textbooks in China and Indonesia are chosen as the research objects.The framework comparison includes content choice,the arrangement of sequence and the design of the column,the content comparison includes the introduction of the concept,the elaboration of the concept,the number of questions,the types of questions and the difficulty of the exercises.Through the above-mentioned study,the following conclusions are obtained:(1)In the aspect of the selection of teaching content,Indonesia textbooks only have the knowledge of the nature of the graphics,while Chinese textbook have the knowledge of the nature of the graphics,the changes of the graphics,graphics and coordinates.(2)In the aspect of the arrangement of textbooks,Indonesia textbooks are linear and Chinese textbooks become an upward spiral.In the triangle part,Indonesia learn similar triangle firstly and then learn congruent triangles,but China is on the opposite.(3)In the aspect of the column design of the textbooks,Indonesia textbooks are more abundant.Specific to each chapter of the textbook,Indonesia has more interesting column names.Chinese column names are relatively strict,and different grades have different column names.(4)In the aspect of the introduction and elaboration of the concept,two countries have a high similarity.They both used the way of contacting life actual,connecting the knowledge of old and new,proving practical problems and defining directly.(5)In terms of the number and type of questions,the total number of questions in Indonesian textbooks is less than that of Chinese textbooks,the number of grade seven and eight is roughly the same.The two textbooks both have most after-school exercises,the least examples.But Indonesia textbooks have more introductive exercises while Chinese textbooks have more classroom exercises.(6)In the difficulty of exercises,the whole Chinese exercises are difficult than Indonesia exercises about circle,is because in this dimension of the number of the knowledge points,Chinese gets higher score than Indonesia.(7)In the aspect of using of textbooks,Chinese and Indonesia teachers have similar attitudes towards the introduction and consolidation of the concept,but in the consolidation of the concept,the consolidation and proving of the theorem and the problem-solving standard,their attitudes are extremely different.Finally,based on the above conclusions,the author puts forward some suggestions on textbook writing:strengthen the integrity and readability of the textbook;value the unification of hands and brain;increase the interest and development of mathematical problems.