A Comparative Study Of The Conic Curves In Mathematics Textbook Between China Taiwan And China Mainland

In the course of high school mathematics,conic curve is an important content of plane analytic geometry.It links algebra and geometry,perfectly embodies the combination of numbers and figures and the idea of equation,and contains mathematical ideas such as motion changes.It is a good material for training students’thinking and developing their mathematical literacy.The geometric model of conic curve is a useful tool for astronomy research,and it is also a useful tool in daily life.It is also widely used in life and social production.In this study,conic curve is selected to study.In this paper,the content of conic curve in the textbook A of People’s Education in Mainland China and the textbook of Longteng Senior High School Mathematics in Taiwan are taken as the research objects.The content of conic curve is comparatively studied from the macro(background information,design features)and micro(selection and arrangement of content,presentation of content).The research results show that:Macroscopically,Longteng Edition textbook layout design is rich in color,the composition uses a variety of colors,the color design of color block diagram is more diverse,and the design of the textbook A of People’s Education is more monotonous,but the textbook A of People’s Education leaves a blank area on both sides of the textbook page that is conducive to annotations,narratives or questions,while Longteng Edition has no relevant design;Longteng Edition style structure is comparable to that of the textbook A of People’s Education.the textbook A of People’s Education is relatively simple,but the textbook of Longteng Edition has a comparative map of textbook status analysis at the beginning of the chapter.Microscopically,Longteng Edition textbook involves fewer content arrangements than the textbook A of People’s Education,but at the end of the chapter,there are unique supplementary materials.In terms of the breadth and depth of knowledge points,the textbook A of People’s Education contains more nodes than Longteng Edition textbook.In the depth index,the textbook A of People’s Education also shows certain advantages,but Longteng Edition textbook has a better coverage of knowledge,that is,breadth.In addition,the internal connection of knowledge points is closer and the connectivity of knowledge structure is stronger in the textbook A of People’s Education.The connectivity of knowledge structure is also higher;the presentation of concepts and definitions in Longteng edition pays more attention to the close connection between mathematical concepts and practical applications,while Chinese textbooks only introduce mathematics from mathematics;in the study of the comprehensive difficulty of paradigms,the textbook of Longteng edition pays more attention to the close connection between mathematical concepts and practical applications.It can be seen from the "Pentagonal Model"that the two editions of the textbooks represent the difficulty of exemplification that the comprehensive difficulty of the textbook A of People’s Education of the Mainland People’s Education is greater than that of the Longteng edition of Taiwan.Finally,four suggestions are put forward for the compilation of textbooks.(1)Enriching layout design and enhancing interest in learning(2)Setting up introductory courses to strengthen the overall connection of knowledge(3)Pay attention to the presentation of concepts and strengthen the understanding of the essence of concepts.(4)Focus on rigorous reasoning and cultivate students’logical ability...