A Preliminary Study On The Integrated Mathematics Curriculum Of The First Grade Of The International Department Of High School

With the development of international education all over the country,the problem of mathematics teaching in international education is becoming more and more prominent.International schools,which are predominantly American,require students to take math courses in both China and the United States and to complete math tests required by the Chinese and American education systems.In order to effectively integrate the mathematics curriculum of China and the United States and achieve high-efficient mathematics teaching in grade one of international schools,the author makes a macro-comparative study of the test notes,test questions and related textbooks of China and the United States over the years,the study found that the US side covered all the contents of the Chinese examination and had additional requirements for “Probability and statistics”.The focus of examination was different,the US side focused more on “Preparatory Knowledge”and“Probability and Statistics”,the Chinese side puts more emphasis on “Functions” and “Algebra and Geometry”;the US side is less difficult than the Chinese side in examining the prescribed knowledge points;through the statistics and collation of relevant examination questions between China and the US in the calendar year 2016-2020,in the examination,the US side focuses more on the application of mathematics to real problem-solving,while the Chinese side focuses more on the examination of the logical reasoning and operation ability inside mathematical knowledge.Based on the study of Chinese and American textbooks,it is found that the US side focuses on “Functions” and the Chinese side on “Algebra and geometry” in terms of the breadth of the contents of the textbooks;in terms of content distribution,the US side has more chapters and more pages,the Chinese side has more chapters and fewer pages;in terms of content depth,the US side is large and shallow,while the Chinese side is small and deep.This paper studies how international bilingual mathematics teaching combines Chinese and American mathematics content effectively,makes up for each other's weaknesses,and finally presents the mathematics classroom of bilingual teaching.This study can enrich the theory of the comparative study of Chinese and American mathematics education,and has certain guiding significance to the teachers who are engaged in international mathematics education.