The Comparative Research Of Information Technology Of Mathematics Course In Chinese And French Senior High School

Like philosophy,mathematics is the foundation of all sciences and the cornerstone of the advancement of society.The development of modern information technology has further expanded the field of research and application of mathematics.At the same time,mathematics and information technology have become increasingly inseparable.France applied information technology to mathematics teaching earlier and continuously improved the integration of information technology and mathematics education.Therefore,it is necessary to study the integration of French information technology and mathematics teaching,and learn from the excellent experience of France,and then provide a certain reference for the informationization reform of Chinese mathematics education.This article takes the Chinese and French high school science mathematics textbooks as the main research object.Among them,the Chinese textbooks are based on the A version of the 2003 human education,including compulsory 1 to 5 and elective 2-1,2-2,2-3,and French textbooks are in the form of Sesamath.The MATHS Science Textbook(referred to as the SM textbook)published in cooperation with MAGNARD is for reference.The case analysis method,interview method,literature research method and comparative research method are mainly used to study the information technology content in the high school mathematics curriculum in China and France.Firstly,the application of information technology in the mathematics textbooks of Chinese and French high schools is compared.The specific contents are as follows:(1)In the comparison of the use of information technology in the content of the textbooks,it is found that the types of tools used by the two countries are similar,but the information is used.In the total amount of technology,the total amount of French textbooks is relatively high and is more prominent in after-school exercises.Chinese textbooks appear in extended reading in the form of special topics;(2)in the comparison of information technology applications in textbook exercises,mainly It is the distribution of algebra,algebra,probability and statistics,geometry,and in each chapter.It is found that French textbooks are widely distributed,and Chinese textbooks mostly use information technology calculations;(3)in textbook exercises On the basis of the difficulty level of information technology application,based on the difficulty model proposed by Bao Jiansheng,based on the characteristics of information technology in the number of learning questions,thedifficulty model of using information technology in the number of learning questions is established,and the statistics are processed by Excel software.The data compares the difficulty of using information technology in Chinese and French textbook exercises,and finds: French textbooks Difficulty in the use of information technology overall than China,but slightly different in each module.Secondly,the excellent cases of information technology in French mathematics are presented.The specific contents are as follows:(1)In the case display of mathematics textbooks,according to the characteristics of information technology,it is divided into using calculator or computer drawing,using information technology to calculate,according to There are algorithms to achieve goals,design algorithms and programmatic realization,four levels of display;(2)in the excellent case display in the mathematics education website,and mainly introduces the advantages of several common information technology software such as Mathgraph.Through the case study,it is found that the integration of information technology and mathematics teaching in France runs through the whole process of textbook writing,classroom teaching and students' problem solving after class,and integrates with each other and penetrates into each other,and is equipped with professional mathematics websites and software..Finally,we will discuss how high school mathematics and information technology should be integrated in China.Compared with France,the use of information technology in mathematics textbooks in China is not extensive enough,but the guidance of students' independent use of information technology in information technology topics is worth promoting.In order to better integrate Chinese mathematics and information technology,on the basis of the actual investigation of the use of information technology by mathematics teachers in China,this paper analyzes the problems existing in the application of information technology in mathematics in China and puts forward corresponding solutions,combined with the French case show.The advantages of information technology and classrooms,exercises,etc.,provide an exploration case for the integration of information technology and Chinese high school mathematics.