A Comparative Study On The Content Of Vector Courses In Mathematics Textbooks For Chinese And British High Schools

The new round of mathematics curriculum reform centered on the core literacy of the discipline is underway,and one of the important aspects of curriculum reform is the construction and improvement of mathematics textbooks.It is an important carrier for realizing the basic concepts of the curriculum and cultivating the core literacy of mathematics disciplines.As one of the contents of the high school curriculum,vector is essential for further study of other mathematics fields and for cultivating students' core literacy.However,this knowledge is handled differently in Chinese and English mathematics textbooks.Then,from what perspective to compare and analyze the compilation of vector in Chinese and English mathematics textbooks?What are the similarities and differences between them?What can be learned from the English mathematics textbooks?In order to solve the above questions,the author selects the knowledge of vector in PEP(A)Version with A-Level Version,using the methods of literature,comparison and content analysis and other research methods to compares the content and difficulty of them.By combining with the actual education in China,this paper provides some suggestions for the compilation of PEP(A)Version.Firstly,through collecting relevant literatures,this paper presents the comparative study of mathematics textbooks and the comparative study of vector in mathematics textbooks,and gives a review of literature to provides some ideas for this research.Secondly,focuses on the content comparison between two countries' textbooks,and explores the similarities and differences between them from macro and micro perspectives.At the macro perspectives,this paper compares the overall characteristics,the selection,and the arrangement of the content.At the micro perspectives,this paper compares the knowledge structure,the presentation,and the relationship of the content.The study found that:(1)In terms of the overall characteristics,the PEP(A)Version occupies more pages and columns;in terms of the content selection,the A-Level Version covers a wider range of knowledge points;in terms of the content arrangement,the PEP(A)Version are more like later generations summarize the knowledge points and then present them in the textbook with a certain logical structure,while the A-Level Version are arranged according to the generation and needs of the knowledge points.(2)In terms of the knowledge structure,the breadth of PEP(A)Version are slightly lower,but the links between their knowledge points are closely related;in terms of the content presentation,PEP(A)Version pays attention to content teaching,while A-Level Version pays attention to student's training;in terms of the relationship,the PEP(A)Version are more widely than PEP(A)Version.Thirdly,focuses on the difficulty comparison between two countries' textbooks,and explores the similarities and differences between them from the requirements of the curriculum standards,the difficulty of the curriculum and the difficulty of the exercises.The study found that:(I)In terms of the requirements of the curriculum standards,the requirements for plane vectors in the textbooks of two countries are similar except for the basic theorems of vectors,vectors and triangles,but the requirements for space vectors in UK are higher than those in China.(2)In terms of the difficulty of the course,A-Level Version should be slightly higher than PEP(A)Version.(3)In terms of the difficulty of the exercises,the number of exercises and the types of exercises in PEP(A)Version are more abundant,and the overall difficulty of textbooks is higher than that of A-Level Version.Finally,based on the research,the author puts forward suggestions for the compilation of the vector part of the PEP(A)Version:(1)Appropriately supplement the requirement of the expression of "inner product of the vector" to lay the foundation for understanding the operation of the vector;(2)Appropriately add the content of "vector equation of a line and plane" to pave the way for further study;(3)Appropriately control the amount of imitative exercises to improve the effectiveness of the exercises;(4)Appropriately increase exercises related to the examination in the review exercises to strengthen the comprehensiveness of the review exercises.