A Comparative Study On The Content Of Mathematics Algebra Textbooks In Chinese And Japanese High Schools

In 2017,China promulgated a new version of the high school mathematics curriculum standards,and the new textbooks were also put into use in autumn 2019.What are the characteristics of the new edition of textbooks,and what are the differences from the textbooks of other countries in the same period,all require a comparative study of related textbooks.A cross-system comparative study of international textbooks can not only effectively learn and draw on the educational experience of other countries,but also help to fully understand the high school mathematics textbooks in China and provide theoretical references for front-line teachers.Taking this as the starting point of the research logic,this paper selects Chinese high school mathematics PEP version A textbooks(2019)and Japanese Keirinkan textbooks(Heisei 30),taking the algebra of the two countries as the macro comparison object.Discusses the similarities and differences of algebra between China and Japan from the four aspects of,course objectives,design features,algebra content distribution,selection and arrangement of algebra.It is found that in the algebra,the distribution of sets and functions is quite different,and then sets and functions is used as a micro-comparison object to explore their differences in content requirements,knowledge introduction,knowledge presentation,specific layout structure,and concept map structure.This paper focuses on literature research methods such as text analysis,content analysis and case analysis,supplemented by relevant statistical methods and statistical tools for qualitative and quantitative comparative research.The following conclusions are obtained in the macro comparison section:(1)Japan has strong selectivity in mathematics courses,attaches importance to mathematics activities,and China's overall goal emphasizes the core quality of mathematics;(2)The number and content of PEP textbooks are more abundant,Keirinkan textbooks emphasize more detailed design,pay attention to students' interests,and the textbooks are more readable;(3)Function content occupies the core position in the teaching materials of the two countries,and the content distribution of PEP textbooks in sets and functions is obviously more than that of Keirinkan textbooks;(4)The algebraic knowledge selection of Keirinkan textbooks has a larger span and a wider range,and is obviously spirally arranged.PEP textbooks adopt a mixed arrangement of linear and spiral.The micro-comparison conclusions of sets and functions are as follows:(1)The content requirements in China are more detailed and clear,with a higher breadth,but a lower depth than Japan;(2)The knowledge points of Keirinkan textbooks are mostly introduced by "open-door approach",and PEP textbooks are mostly introduced by "mathematical problem-style";(3)Most of the Keirinkan textbooks use "chart-assisted" to present knowledge,while PEP textbooks mostly use the "examples" and "explorative thinking" presentation methods;(4)In the content of sets and functions,PEP textbooks pay more attention to improving students' understanding of the internal relationship of knowledge,and Keirinkan textbooks pay more attention to the use of knowledge in calculation and proof;Except for the content of "trigonometric functions",the degree of internal connection between the knowledge of PEP textbooks is lower than that of Keirinkan textbooks.Based on the above macro-micro comparison conclusions,we get the inspiration for the compilation of the PEP version A textbook:(1)Enrich the column settings at the beginning and end of the book,and pay attention to detail design;(2)Focus on the expansion and extension of knowledge,and enrich the function types;(3)Make full use of charts and set multi-level titles to distinguish different knowledge points;(4)Strengthen the internal connection between concepts and focus on knowledge cohesion.Through a comparative analysis of the textbooks of high school algebra content in China and Japan,I hope to provide reference for the further revision and improvement of textbooks and provide reference for front-line teachers in teaching practice.