Researches On Analytic Geometry Textbooks Of Middle School During The Late Qing And The Republic Period

Analytic geometry has been introduced to China for more than 150 years.Scholars at home and abroad have made abundant research on the history of analytic geometry that introduced into China and its related works.However,the systematic study of the history of analytic geometry textbooks in the late Qing Dynasty is very rare,especially the history of the textbooks of analytical geometry in middle school.There are several questions that we must consider:first,when did the teaching of analytical geometry in China start?Why did high school have analytic geometry?What prompted it??Second,did the content of analytical geometry textbook coincide with that of the curriculum under the mathematical education system ? Third,what have been the characteristics of the development of analytic geometry textbooks in nearly 60 years ? What factors influenced the development of analytic geometry textbooks ? What is the significance of the development of analytical geometry textbooks in middle school?What are the implications for the construction of textbooks today?This is also the purpose and significance of this paper to choose analytic geometry textbooks as research objects.This paper insists on the principle of studying the original literature and the second-hand literature,the research ideas are given by adopting systematically discuss method and key analysis research method,use such main research methods as the literature research method? comparative study method and case analytic method,the main line of the study is the overall development of the analytic geometry textbooks during the period of the late Qing Dynasty and the Republic of China,the research is focused on the development history of analytic geometry textbooks in middle schools.According to the changes of the social and educational system,and the characteristics of the teaching analytic geometry,the construction of textbooks and the content of textbooks,the development of analytic geometry textbooks is divided into four stages:initiation period(1893-1901)?the initial development period(1902-1921)?theturning period(1922-1936)and the maturity period(1937-1949).The characteristics of analytic geometry textbooks in different periods are analyzed from the aspects of the course setting??the background knowledge of the author group?comparison of textbook content and course content.The research mainly focuses on the following aspects.First,the conic curve was introduced into China from the west with the knowledge of astronomical calendar during the late Ming and early Qing dynasties.After the Opium War,western textbooks were introduced into China.The first analytic geometry textbook Dai Xing He Can was introduced from the United States,which was the representative of the textbook.The historical significance was profound.The textbook laid a foundation for the preparation of the textbooks of analytic geometry in middle school.Since then,analytic geometry has become an independent discipline in China.Analytic geometry course was Officially offered of school in China,such as Imperial University of Peking?Tengchow College and Sichuan west school.Since the 1902 "Ren-Yin educational system" was issued to the 1922 "Ren-Xu educational system",analytic geometry textbooks mainly focused on the translation of the USA?the UK and the translation of Japan.Analytic geometry courses were mainly taught in universities,were mainly taught of science class in secondary schools.The authors of analytic geometry textbookswere mainly to returnees and university teachers.Analytic geometry textbooks had the following characteristicsinthis period:Chinese translation version demonstrated "pluralism" ? the use of "coordinate method" demonstrated " diversification " ?The structure of chapter was very different ? the form of arrangement and the mathematical symbol was completely westernized?the contents of " conic curve " appeard geometry textbooks in high school.Second,it was a changing period of analytic geometry textbooks from 1922 to 1936,With the promulgation of "Ren-Xu educational system" in 1922,analytic geometry was officially offered insecondary schools.Subsequently,a large number of self-compiled analytic geometry textbooks and the Chinese translation of the Smith-Gale'sElements of analyticgeometryand Smith-Gale-Neelley's New analyticgeometrytextbooks appeared.The system of textbook examination and approval evolved from the national to examination approval system,the authors of analytic geometry textbookswas still dominated by overseas returnees and university teachers,with fewer middle school teachers.In addition,the "curriculum standards " of this period were the first to define the contents of the analytic geometry in middle school,possessed a little character of "freedom";Most Chinese translation textbooks were translated from the American analytic geometry textbooks which was similar to the Chinese "curriculum standards".Analyticgeometry textbooks had the following characteristics in this period: "Rectangular coordinates" ? "Conic curve" appeared of the algebra textbooks and geometry textbooks in high school;the chapters of textbookswere basically set;thecoordinate method was dominated by "rectangular coordinates","skew coordinates" was used rarely.It was coming into maturity of analytic geometry textbooks from 1937 to 1949,analytic geometry was still offered insecondary schools,the number of self-compiled textbooks decreased,Chinese versions was focused on Smith-Gale's Elements of analyticgeometryand Smith-Gale-Neelley's New analyticgeometry,the number of teachers who were from middle schools was increasing of the authors of analytic geometry textbooks.In addition,analyticgeometry textbooks had the following characteristics in this period:the chapters of textbooks had been formed;the contents of self-compiled textbooks was abridged compared to the course content;"Rectangular coordinates" was commonly unified used;appeared the works of "Straight line and circle" and "Conic curve";the workbooks of analytic geometry were published.Third,a case study was carried out on the typical analytic geometry textbooks of middle school during the period of the late Qing Dynasty and the Republic of China,focuses on the authors of analytic geometry textbooks?the compilation idea for the teaching materials?contents?nomenclature and so on.It mainly analyzes analytic geometry textbooks about "conic curve" from thefollowingaspects : content arrangement ? the concept expressed? the charting method and so on,It is found that the overall arrangement of its contents presented three forms of "total-part-total" ? "total-part" and "part-total".A way of defining included uniform definition?algebraicdefinition and geometric definition,parabola was defined by uniform definition because of its own characteristics,elliptical and hyperbola were defined by algebraic definition and uniform definition,some of the textbooks were either defined in two forms or only one of them.It is worth noting that a uniform definition of "conic curves" was given by geometric definitions in analytic geometry textbooks,without the use of coordinate method,the arrangement was extremely inappropriate.In addition,there were two main kinds of three curves,one is the parabola—the ellipse—the hyperbola,the other is the ellipse—the hyperbola—the parabola.The three kinds of curves were mostly using the graph methods of instrument drawing and the coordinate point.Fourth,the analytic geometry textbooks had strong epochal characteristics during the period of the late Qing Dynasty and the Republic of China,the analytic geometry textbooks appeared the following characteristics:the "diversity" of textbooks?the use of long cycle? " lagging" ? self-compiled textbooks were based on plane analytic geometry.The development of analytic geometry textbooks was inseparable from the political and economic culture and the reform of education system,mathematics education system and analytic geometry textbooks in American had great influence on Chinese teaching of analyticgeometry,thecharacteristics of analyticgeometry also determined whether the course of analytic geometry or not to open,and difficult to determine?the difficulty and proportion of contents.In addition,setting up the analytic geometry class can not only propagate the knowledge of analytic geometry but also can train the students' idea of "symbolic-graphic combination" and "theory and thought of function";can make elementary mathematics and advanced mathematics very good connection.The evolution of analytic geometry textbooks during the period of the late Qing Dynasty and the Republic of China provides experiences for today's textbook writing,for example : changing the knowledge presentation mode of "definition" and establishing a scientific evaluation mechanism of textbooks.This paper makes a systematic study on the overall development of analytic geometry textbooks from the angle of the history of mathematics education during the period of the late Qing Dynasty and the Republic of China,it is necessary to discuss the history of analytic geometry textbooks development from 1893 to 1921;this paper makes a study on the value pursuit of analytic geometry teaching;it is the first time to discuss analytic geometry textbooks about the situation of publishing and examination and approval?the authors,in particular,the relationship between course contents and textbook contents,embodied that the authors had an impact on the choice of textbooks contents;it is the first time to reveal the characteristics of analytic geometry textbooks in different historical periods.