A Comparative Study Of Junior Middle School Mathematics Textbooks Between China And South Korea

The textbook is the main medium of school education.The textbook not only determines the educational purpose,teaching content,scope and sequence of teaching activities,but also is the basis of the educational curriculum plan.Although textbooks occupy such a large proportion,many students rely more on problem setorreference books.Faced with this situation,it is quite important to improve the quality of textbooks.One of the methods is to improve the system and content of textbooks.That is whythe analysis of the textbook system and content is of great meaning.The mathematics geometry in middle school is for the structure and property of the two or three-dimensional space.Students can use geometric models and spatial deduction to explain and describe various phenomena including the physical environment,which can be the important tools to solve the problem.This works on developing students' mathematical thinking ability and carrying out mathematical education with purpose.Reasoning is the source of mathematical thinking,deductive reasoning promotes the development of critical and logical thinking ability greatly.Geometry is indispensable for cultivating students'reasoning and proving ability.By studying mathematical proof,it promotes students' understanding of mathematics,and it is helpful to cultivate mathematical thinking ability.The main purpose of this paper is to compare the structure of Chinese and Korean middle school textbooks with related issues in real life to analyze.Mainly the learning content of geometry,the import method of main concepts.So that we can find the meaningful reference of developing and improving mathematics education.Through the comparative study of Chinese and Korean textbooks,the following results are obtained;South Korea divides the content of middle school mathematics education into five fields:"number and operation","literature and formula","function","geometry","probability and statistics",While China is divided into four fields:"Number and Algebra","Graphics and Geometry","Statistics and Probability",and "Integrity and Practice";in South Korea,the field of geometry is arranged after all school years,and only in the second Semester study,and each semester of our country will arrange the field of geometry;judging from the expansion of Korean and Chinese textbooks,each unit of China and South Korea has a knowledge background,South Korea will have more learning goals than China,and then expand the content;Methodologically,South Korea accepts by definition and intuitively allows students to understand,while China proposes examples related to actual life,allowing students to speculate on concepts and deepen their understanding of the concept through the process of thinking;there are some differences in the use of mathematical symbols Differences,but roughly the same.The textbooks of China and South Korea have their own advantages and disadvantages.It is impossible to judge which country's textbooks are better,but they can learn from each other's strengths and seek better development through improvement and revision.