The Comparative Research Of Chinese-French Mathematics Course Of Algebra In Senior High School

The content of equations and inequalities has an instructive effect on the algebraic contents of junior and senior high school,and the content of complex number is to learn algebra under the new number system,they have distinctive features in algebraic content.Through the comparative research of the equations and equations,complex number in China-French curriculum,we hope to provide useful guidance for the problems existing in algebra teaching and learning in China,and also provides a theoretical basis for textbook compilation and scientific evaluation.This dissertation mainly research the algebraic content of senior high school courses in China and France.It's divided into two parts: first,we selected the two versions textbooks for Ordinary High School Curriculum Standards published by China People's Education Press and the French MATHS textbooks,and then researched from the three dimensions of distribution,breadth and depth.Then we selected the latest curriculum standards in nine countries: China,Japan,South Korea,Singapore,France,Germany,Russia,the United States,and India.And then we commentary on complex number contents and research the three dimensions of breadth,depth and cluster analysis.The latter We make the conclusion that : The algebraic part of Chinese textbooks have a clear division but there is cross sections between French algebra content and other chapters.The algebra content of Chinese textbook accounts for 10% of the total teaching material and the content of algebra in French textbooks accounts for 8% of the total content.The broad of algebra in Chinese and French textbooks is consistent,but the focus is different,France focuses on the complex number while the breadth of the equations and inequalities in Chinese textbooks is slightly higher than that of the complex number.The requirements for complex number in Chinese curriculum standards are relatively low,whether they are breadth or depth.The demand for the knowledge and depth of complex number in the French curriculum standard is high,it's breadth and depth ranked third and second respectively in seven countries.The complex number requirements of the French curriculum standard are ‘more and deeper' and the requirements of complex number in Chinese curriculum standards are ‘less and shallow'.These research conclusions provide us with the following inspiration:Mathematical life should not only consider students' feelings,and also pay attention to mathematics in life and grasp the nature of mathematics.Mathematics learning is closely linked with information technology and always grasp the concept of information technology as an auxiliary tool.Don't break the integrity of the subject system just to reduce difficulty.