A Comparative Study On Vector Of The High School Mathematics Textbooks Between PEP(A) And British CIE A-level

As an important educational influence,textbooks are the primary reference material for teachers in teaching.Its layout and use effect reflect the educational level of a country or region to a certain extent,and play an important role in the learning and development of students.In recent years,cultural exchanges among countries have become more frequent and close,and more and more people have begun to pay attention to the comparative study of international textbooks.Based on the significance and value of vector in high school mathematics curriculum and the difference in its layout orientation in Chinese and British textbooks,this article selects representative vector chapters in the A version of the People's Education Press and the British CIE version as the comparison objects,and focuses on the three main issues "How do the Chinese and English textbooks present vector?","What are the differences in the value orientation of constructing vector knowledge systems in Chinese and English textbooks?",and "What are the implications for the layout of vector content in Chinese textbooks?"First of all,the first three chapters collect and organize relevant literature to understand the current status of comparative research in international textbooks and the research status of vector in high school mathematics textbooks,and determine that this article adopts content analysis and case analysis methods that are mainly qualitative and quantitatively supplemented by research methods."Problem Situation Classification Framework" and "Fan Hill Thinking Level Classification" are selected as auxiliary research tools of this article.Then,in the fourth chapter,the comparative framework of this article is constructed,which is divided into two levels:macro and micro.At the macro level,the three aspects of style setting,overall arrangement,and content comparison are compared.At the micro level,this article first compares the requirements of the Chinese high school mathematics curriculum standard and the corresponding syllabus of the British CIE version of "Pure Mathematics".Then it presents the construction and assignment of a three-level indicator comparison model with characteristics,thinking level,and pedagogy as the main dimensions,and combines three representative knowledge cases to conduct a comparative analysis of three-dimensional indicators.In Chapter 5,the results of the previous macro-and micro-level comparisons are combined to obtain the following research conclusions:(1)In addition to the value of thinking level,the CIE version's values of "presentation characteristics of knowledge"and "teaching" are lower than those of PEP(A).(2)In terms of knowledge presentation,PEP(A)emphasizes the physical background of vectors.(3)There are obvious differences between the two textbooks in the arrangement of "space vectors" related content.(4)The layout orientation of the CIE version tends to look at analytic geometry from the perspective of vectors.(5)The layout orientation of the People's Education Version A tends to use vectors to deal with comprehensive geometric problems.Finally,around the main research questions of this paper and the research conclusions drawn,the following suggestions for writing vector textbooks are proposed as follows:(1)Plane vectors and space vectors can be arranged together.(2)Pay attention to the rationality of knowledge introduction,pay attention to the essence of knowledge,and control the complex with simplicity.(3)The vector should establish the main line of analytic geometry,and use the vector to transform the analytic geometry.