Comparative Research On The Content Of Function In Junior High School Mathematics Textbooks Between China And Canada

Strengthening the construction of curriculum and teaching materials is one of the conditions to improve the quality of education and teaching.Conforming to the trend of education globalization,the educational circles of China and Canada are constantly optimizing mathematics teaching materials.The comparative study of Mathematics Textbooks in different countries can not only further improve and perfect the compilation of domestic textbooks,but also improve the current teaching,so as to promote the understanding and recognition of the current law of educational development.The author selects the Chinese people's education press junior high school textbooks and the NE edition of Ontario high school mathematics textbooks in Canada to conduct a comparative study of the corresponding function knowledge content.By using the methods of literature research,statistical analysis,comparative research and case analysis,the author analyzes and discusses the content of function knowledge in the textbooks of the two countries.The macro comparison is divided into background information,design features and function content selection and arrangement.The background information analyzes the basic information of the two textbooks.The design features include layout design and style structure,and the selection and arrangement of function content.The specific research contents and the arrangement order of the two textbooks are described.The micro comparison is carried out from two aspects: the content of the textbook and the use of pictures in the textbook.The content of the textbook illustrates the presentation of chapter heads,the arrangement of concepts,the number,background,type and difficulty of exercises.In the aspect of video analysis and comparison,the teaching contents of some functions in the two countries are analyzed through the "nool" platform of Canada and the "One Teacher One Excellent Course" platform of China.The research shows that the function contents of China and Canada are arranged separately,and the length of function contents in Canadian textbooks is more than that in PEP Textbooks.In terms of style and structure,Canadian textbooks are rich and colorful in structure and various in columns.In terms of chapter selection and the arrangement order of chapters,Canadian textbooks are more detailed,and both editions follow the order of "linear function" and "quadratic function".In the content of teaching materials,the two editions of teaching materials are equipped with chapter head diagram,chapter title and chapter head diagram.In the way of introduction,the two editions of teaching materials are introduced by creating situations through living examples,and the choice of example content is different between the two countries.In the definition of function,the PEP textbook system is complete,and the Canadian textbook pays attention to the premise of cases.In terms of examples,the number of Canadian textbooks is more than the PEP textbooks,and the representation methods are mainly pure mathematics and combinatorial forms.In the process of solving problems,the Canadian textbook is more clear,complete and detailed.The types of examples in both countries are mainly of method type,which is mainly manifested as "personal situation" according to the situation.In terms of exercises,the number and difficulty of exercises in NE edition are higher than those in PEP edition textbooks,and the presentation form and richness are better than those in PEP edition textbooks.In the selection of pictures,In the selection of pictures,the PEP textbook is mainly based on caricatures,while the NE textbook is mainly show real life pictures with rich colors,large amount of information and colorful pictures.In the explanation of teaching video,the linear function involves part of the content of high school in our country compared with the people's education press,and it weakens the function image processing.In the explanation of some quadratic functions,the two countries have basically the same processing methods.Finally,it puts forward suggestions from the aspects of the integrity of knowledge points,life picture materials,exercise types and teaching.