A Comparative Study Of College Calculus Teaching Materials Between China And America

Since the reform and opening up pass 40 years,the reform of higher education has achieved remarkable results,China's education has made great strides forward and Chinese universities have embarked on the road of building a higher education country.In the report of the Nineteenth National Congress of the Communist Party of China,the goal of speeding up the construction of first-class universities and disciplines and realizing the connotative development of higher education has been further put forward,which means that the reform of higher education has reached the stage of comprehensive construction and interior decoration.Calculus is one of the important basic courses in colleges,its reform and development have an obvious impact on higher education.At present calculus teaching materials in China are various,but there is still room for improvement in terms of their content setting and writing style.As the saying goes that if you want to do something good,you must make a difference,through the comparison of international excellent calculus teaching materials,localized calculus teaching materials can have better educational value and practical significance.According to the existing researches,the researches content of comparative study of college teaching materials are mainly about the difficulty of course setting or the difficulty of example and exercises.The research content may appear a little thin.Based on the comprehensive measure of the comparative study of teaching materials and in order to provide more valuable suggestions for the compilation of calculus teaching materials in China,this paper tries to explore the features and advantages of the American calculus teaching materials.It selects Tongji 7 edition higher mathematics and Larson 10 edition calculus as the research objects and makes a comparative study on the integration of content setting,organization and arrangement,mathematical culture and layout style of the above two teaching materials.Through comparative analysis,the following conclusions can be drawn:(1)Compared with overall knowledge structure: the selection of knowledge between Tongji version and Larson version is basically the same,However,the introduction of knowledge structure in Larson edition is much larger than that in Tongji version.In addition,Tongji version pays more attention to limit and continuous structure while Larson version pays more attention to preparatory knowledge structure.(2)Compared with the content setting and arrangement:(1)The arrangement of Tongji version is mainly classified by linear type while the arrangement of Larson version is arranged in spiral type.(2)Tongji version has high abstractness of knowledge while Larson version has more knowledge and wide application.(3)Compared with mathematical culture: the amount,content distribution and application level of mathematics culture in Larson version are all higher than those in Tongji version.(4)Compared with concept presentation: the introduction of Tongji version is mostly flat and direct,focusing on the integrity of the knowledge system and the formalization of conceptual expression;the Larson version focuses on the use of four rules and students' cognitive level,and the descriptive definition is the main way of conceptual expression(5)Compared with concept organization: Tongji version are mostly classified by parallel type while Larson version are mostly arranged in juxtaposition type.(6)Compared with column style: The chapters of Tongji version are simple and clear while Larson version of the column is humanized,the mathematics culture is highly infiltrated,and the exercises are arranged in layers.(7)Compared with layout style: Tongji version is mainly written in characters while Larson version is full of picture and essay.According to the above research conclusions,the following suggestions for writing calculus teaching materials can be given:(1)Pay attention to students' cognitive level and the concept generation process.(2)Enrich the style column appropriately.(3)Increase the application of knowledge and strengthen mathematics cultural penetration.(4)Optimize layout design;enrich the number and type of illustrations.(5)Rational use of computer technology.(6)Improve teaching resources.