| Both Japan and China belong to the oriental culture system,and there are many similarities in mathematics education.Geometry plays a very important role in basic mathematics education.Therefore,this paper studies the geometry content in the high school mathematics textbooks of China and Japan,and discusses the possibility of its reference,so as to open up the international vision and promote the development of geometry content in China.This paper deals with the geometric content of the high school mathematics textbooks in the A version of the Chinese People’s Education Press and the Qilin Guan Edition in Japan.from the macro and micro aspects of the textbooks,in which the macro includes the two dimensions of objective requirements and textbook presentation,the micro includes the two dimensions of knowledge content and example exercise setting,and uses the research methods of literature research,comparative research,qualitative and quantitative analysis to analyze the four aspects Through the analysis of dimensions,the similarities and differences in geometry between Chinese and Japanese textbooks are found and summarized.I hope to give some suggestions for the compilation of other versions of Mathematics Textbooks in senior high schools in China,as well as some reference suggestions for geometry teaching of front-line teachers.Based on the comparison between macro and micro level,the following four conclusions are drawn:(1)in terms of objectives,Japanese curriculum standards focus on mathematical activities and emphasize the foundation of cultivating students’ creativity.Chinese curriculum standards have some requirements in these aspects,but they are not emphasized enough.China attaches great importance to the cultivation of students’ six core qualities in mathematics.(2)In terms of textbook presentation,from the perspective of design features,the typesetting design of textbooks in China is more reasonable in font and line spacing design,which is more convenient for students to read and take notes;from the perspective of the overall structure of textbooks,Japan will add junior high school knowledge points in Senior High School textbooks,which pay more attention to the cohesion between senior high school and junior high school teaching materials,and our textbooks pay more attention to the introduction of knowledge in each chapter and the introduction of chapter knowledge Integrity;there are certain differences in the distribution of geometric content,and there is certain lag in the three-dimensional geometry part of Chinese textbooks,and there is a certain lag in the triangle part of Japanese textbooks;from the arrangement order of geometric content,Chinese textbooks focus on using vectors to solve geometric problems,and inserting vectors into geometric content,while Japanese textbooks focus on geometric content The coherence of knowledge arrangement in primary and secondary schools.(3)From the aspect of knowledge presentation,in the aspect of knowledge breadth,the geometry content of Japanese textbooks is slightly higher than that of Chinese textbooks as a whole;in the aspect of knowledge level,the level of knowledge points of Chinese textbooks is deeper,which requires higher logical thinking ability of students.(4)In terms of the setting of example exercises,there are many examples in Chinese textbooks and various types,while in Japanese textbooks,the examples are refined and the types are single;in terms of comprehensive difficulty,the difficulty of examples and exercises in Chinese textbooks are higher than that in Japanese textbooks,among which,in terms of"reasoning" and "knowledge content" of examples,Chinese textbooks are significantly higher than that in Japanese textbooks,while in exercises In terms of "operation","reasoning" and "knowledge content",the requirements of textbooks in the two countries are relatively high.In terms of "exploration" and"background" factors,the requirements of textbooks in the two countries are relatively low. |
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