A Comparative Study On The Content Of Trigonometric Functions In Chinese And British High Schools

Education in the world is undergoing revolutionary changes.Adhering to the priority development of education is the top priority for the rise of China's great power.Various countries in the world are carrying out the reform of mathematics curriculum teaching materials in full swing.Among them,the further improvement and improvement of mathematics teaching materials is an important link.Therefore,it is of great theoretical value and practical significance to carry out comparative research on Chinese and English mathematics textbooks.The author compares the knowledge content of trigonometric functions in ordinary high school Beijing Normal University textbooks with English high school A-level textbooks,and systematically compares the difference between high school education in China and the United Kingdom,using comparative methods,content analysis methods,and literature methods.And other methods.Based on the environment of socialist education in our country,some suggestions have been put forward for the compilation of educational materials in China.This article compares the textbook texts from two aspects:content and difficulty.The content comparison starts from the two dimensions of macro and micro.The difficulty is compared with the difficulty of the course and difficulty of the example exercises.The main research content of this paper is as follows:The first chapter mainly states the current status of research and the significance of research,throws out research questions,and selects appropriate research methods.In the second chapter,the author collects relevant literature,firstly the status quo of the comparative study of mathematics textbooks,then presents a comparative study of trigonometric functions,and finally gives a review of the literature after combing processing,seeking new research methods and strong argumentation evidence.The third chapter focuses on the content comparison between the two countries'textbooks,and explores the similarities and differences between textbooks of the two countries from both macroscopic and microscopic perspectives.In terms of overall characteristics,there is little difference between Chinese and English textbooks,and the number of pages in Chinese textbooks is relatively large;in content selection,there is a large difference in the selection of Chinese and English teaching materials,and knowledge of English textbooks is broader;in content arrangement,English textbooks are identical.The content will appear repeatedly under different frameworks,and Chinese textbooks will not,through these three aspects of macro analysis of teaching materials.In terms of knowledge structure,the internal links of Chinese textbook knowledge points are more closely related;in terms of content presentation characteristics,this paper identifies specific cases and analyzes the similarities and differences between the presentation of concepts and theorems.The above two aspects compare the teaching materials with microcosmic comparisons.In the fourth chapter,aiming at the comparison of the difficulty of the two countries' textbooks,the author compares and analyzes the similarities and differences between the textbooks of the two countries from the difficulty of the course and the difficulty of the exercises.First,use Mr.Shi 's comprehensive difficulty model to compare the difficulty of mathematics courses in high school in China and the UK from the three parameters:course time,course breadth,and course depth.The breadth of the content of the trigonometric functions of the two countries is basically the same,while the depth of the curriculum of English teaching materials is relatively large.Secondly,using Mr.Bao's comprehensive difficulty model of mathematics to analyze the examples and exercises of the trigonometric functions in the textbooks,and to compare the differences in the difficulty of comprehensive exercises,China is higher than the English textbooks in the level of difficulty in calculation and knowledge.A comparative study of "quantitative" teaching materials for the two countries.The fifth chapter,after comprehensive comparison of the teaching materials,gives the research conclusions.It also put forward constructive suggestions for the reform of curriculum materials in our country,and put forward the imperfect part of the study,pending further resolution.