| Solid geometry is one of the important contents of mathematics in primary and secondary schools.The presentation of solid geometry in every country’s mathematics textbooks is vary from each other.Japan,which also has a Confucian cultural heritage,is now attracting worldwide attention.Therefore,whether from the perspective of national development or the current research literature in China,studying the solid geometry of mathematics textbooks in Japanese primary and secondary schools will provide the important value and reference function for the compilation and improvement of Chinese mathematics textbooks and the development of Chinese mathematics education and teaching.In 1872,Japan began to establish school education system unified by the state,and mathematics education also entered a new seedtime.After experiencing the study of foreign learning in the Meiji Restoration,the "NewMath" in the Showa era,and the informatization and internationalization in the Heisei period,Japan has gradually explored mathematics education with its own characteristics.From the 1989 edition of Guidelines for the Mathematics Learning(equivalent to China’s Mathematics Curriculum Standards)to the current 2008,to the latest 2017,Guidelines for the Mathematics Learning requires of the solid geometric knowledge chain in Japanese primary and secondary mathematics textbooks has hardly changed.Based on the above background,this paper adopts literature research method,statistical analysis method and case analysis method,from the content setting,content distribution,knowledge point introduction method,knowledge point presentation method,example exercise setting and mathematical culture integration,to develop a research which combines microscopic and macroscopic on the solid geometric content in Japanese primary and secondary school mathematics textbooks.And selected three cases in the textbooks,namely "The ball","A straight line is perpendicular to a plane" and "Regular polyhedron"(including the cultural history of regular polyhedron),discussing the presentation of the same content in primary,middle and high school mathematics textbooks and interconnection to achieve important educational value such as cultivating students’ ability of understanding of mathematical history,developing intuitive imagination and hands-on.Combining with Japanese practical cases further clarifies the educational value implied therein and the reference for the construction of Chinese mathematics textbooks and researchers and mathematics educators in related fields,in order to better grasp the solid geometric content,to understand the educational concepts contained therein,and to have a clearer understanding to Chinese mathematics textbooks.This paper has the following conclusions: Ⅰ.Pay attention to the educational value of solid geometry,that is,paying attention to the cultivation of students’ ability of intuitive imagination,mathematical operation and logical reasoning;Ⅱ.Pay attention to the effective connection between primary and secondary schools to adapt to the cognitive development of students;Ⅲ.Knowledge points cover comprehensive,non-uniform distribution of the solid geometric content in middle school;Ⅳ.In terms of the introduction of knowledge points,the introduction of primary school games is slightly lacking,fewer operational introduction and scenario introduction in middle schools and the introduction of problems in high school.The introduction of knowledge points in primary and secondary schools as a whole is relatively single;Ⅴ.Fewer the presentation of mobility in high school;fewer open exercises in middle school,and fewer basic exercises in high school;Ⅵ.Lack of strict proof of theorem.This article has the following revelations: Ⅰ.In the preparation of textbooks,we must pay attention to the educational value of solid geometry,and committed to the development of students’ ability of geometric intuitive,hands-on operation,logical reasoning and so on;Ⅱ.In the preparation of textbooks,experimental operations should be added to the content of solid geometry;Ⅲ.Teachers can appropriately learn from Japanese textbooks how to handle solid geometric content in teaching;Ⅳ.Both textbooks and teachers must pay attention to the effective connection of solid geometric content;Ⅴ.Pay attention to the effective connection of other branches in mathematics textbooks in primary and secondary schools. |
