Comparative Study On The Contents Of Mathematics Textbooks For Grades 4-6 In China And Japan Primary Schools

China and Japan are neighboring countries and belong to the same Chinese cultural circle.They have many commonalities in mathematics education.The primary school system in both countries is a six-year system,and there are many similarities in the textbook content.As a developed country,Japan has always attached great importance to education.It is among the best in the international evaluation of PISA and TIMSS.Textbooks play an irreplaceable role as the main carrier of basic education.Therefore,the comparison and research of Chinese and Japanese textbooks can be used as a reference for the construction of Chinese primary school mathematics textbooks.Through a series of research processes such as reading curriculum standards,reading textbooks,reading literature,statistics,and chart analysis,comprehensive use of literature research method and comparative research method,this paper makes a comparative study on the textbook contents of mathematics grade 4-6 in the “PEP Edition” and“Tokyo Edition”.This study is divided into the following four parts: first,by consulting the data,to understand the domestic and foreign research status,determine the research ideas,select appropriate research methods and models;Secondly,from the four fields of “number and algebra”,“figure and geometry”,“statistics and probability” and “synthesis and practice”,the author makes a comparative study on the content breadth,depth,introduction of concepts and difficulty of examples in the two editions of textbooks.Thirdly,it compares the presentation mode of the two textbooks from the aspects of compiling style,integrating mathematical culture and illustration characteristics;fourthly,summarizes the conclusions and enlightenment of the study.Through comparison,it is found that the two editions of textbooks have their own characteristics,and their merits are worth learning from each other.The “PEP Edition” focuses on situation creation,richknowledge background;emphases on interdisciplinary knowledge in knowledge content;focuses on the comprehensive application of mathematics knowledge;concept introduction is rich and interesting;pays attention to the integration of mathematics culture;pays attention to the role of illustrations;light and easy to carry.The “Tokyo Edition”focuses on the introduction of new knowledge from existing knowledge;emphases on the relevance and inter-field cross of mathematical knowledge;pays attention to the gradual deepening of content;the course is more spiral and focuses on the convergence of primary and secondary schools;focuses on multiculturalism communication;pay attention to the role of hands-on operation;high print quality.Based on the advantages of the two editions of textbooks,from the perspective of continuing to improve the Chinese “PEP Edition” primary school mathematics textbooks,the following revelations are drawn:1.Content to continue to maintain the existing advantages of the “PEP Edition” textbook;enhance the connection of knowledge before and after;strengthen the intersection of knowledge between fields;strengthen the excavation of basic content depth;appropriately increase the number of examples,and maintain the difficulty of the example.2.Presentation to continue to maintain the existing advantages of the “PEP Edition”textbook;pay attention to the role of textbooks in cultivating learning methods;focus on the connection with junior high school knowledge;arrange the appropriate amount of illustrations,note the type of illustration;focus on multicultural communication;pay attention to hands-on operation of students.