A Comparative Study Of Teaching In Mathematics Classes In Junior Middle Schools In China And Japan

Both China and Japan have the characteristics of oriental culture.There are connections and differences between the two countries in geography,history,economy,culture and education.The similarities and differences between the two countries in discourse systems,ways of thinking and cultural traditions also affect the education and teaching of the two countries.Given this,there are similarities and differences in mathematics classroom teaching in junior high schools in the two countries,and it is worth learning from each other.Through literature research,comparative research,classroom observation,case study,statistical analysis and other research methods,this paper tries to achieve the following goals: First of all,through the investigation and research on the design,implementation,and evaluation of mathematics classroom teaching in junior high schools in China and Japan,the significance and value of the comparative research on mathematics classroom teaching in junior high schools in China and Japan are deeply explored;Secondly,through the analysis and comparison of the current mathematics classroom goals,classroom teaching design,teaching activities implementation,teaching evaluation and other aspects of junior high school mathematics in China and Japan,explore the respective characteristics and mutual learning value of mathematics teaching in junior high schools in the two countries,so as to further promote the Chinese educational reform and development,and the promotion of mutual exchanges and cooperation between the two countries;Finally,it summarizes the research conclusions,reflects on the mathematics classroom teaching in junior high schools in China and Japan,and puts forward a series of suggestions for improving effective teaching,so as to provide useful thinking and inspiration for the current research and practical activities of junior high school mathematics education in China.Based on the curriculum standards and classroom teaching examples,this paper selects classroom teaching design,classroom teaching implementation,teaching evaluation and other dimensions,from the perspective of teaching goal setting,teaching process design,teaching implementation links,teaching content and methods,teaching subject activities,and so on,to conduct research on mathematics classroom teaching in junior middle schools in China and Japan.This paper is mainly divided into eight chapters,the outline of each chapter is as follows:The first chapter mainly discusses the background of the comparison of mathematics classroom teaching in junior high schools between China and Japan from three aspects:the demands of innovative talents training in the new era,the needs of students’ core mathematics literacy development,and the reference significance of Japanese classroom teaching experience.China is about to enter a period of high-quality development,and the quantity and quality of innovative talents and basic research talents are not enough to support Chinese development.Relevant policies in China clearly point out the need to cultivate talents with scientific literacy,critical thinking,and deep learning ability.Combined with the history and current situation of the development of mathematics education in junior high schools in the two countries,by comparing the commonalities and differences of mathematics education in China and Japan,it is pointed out that Japanese classroom teaching has certain effects on the cultivation of innovative talents,the implementation of mathematics core literacy,and the cultivation of deep learning ability,which can enlighten China.The main idea of the study is the comparison of the design of mathematics classroom teaching in junior middle schools in China and Japan,the comparison of the implementation of mathematics classroom teaching in junior high schools in China and Japan,and the comparison of teaching evaluation,in order to find a classroom teaching mode suitable for the development of innovative thinking of Chinese students.The second chapter is a literature review.From the perspectives of the development and current situation of mathematics education in Japan and China,the curriculum,classroom teaching,learning evaluation,and teaching effects,etc.,the definitions,methods,effective teaching strategies,and methods of existing research in China and Japan are discussed.The third chapter mainly discusses the research design,research ideas and methods.The samples are selected from the “Study Guidance Essentials” revised and announced by Japan in 2017 and Chinese “Mathematics Curriculum Standard for Compulsory Education(2011 Edition)”,the teaching plans for junior high schools in the two countries,and the Chinese and Japanese Research courses,etc.,carry out text comparison,classroom observation,coding research,carry out coding design and comparative research on teaching objectives,teaching content,teaching process,teaching participants,teaching evaluation and other dimensions,compare the mathematics of junior high schools in the two countries,and cultivate students’ innovation for Chinese construction The classroom teaching mode of thinking ability and deep learning improves the reference mode,which is also of great significance to the enrichment of curriculum teaching theory.The fourth chapter mainly gives an overview of the current mathematics curriculum in Chinese and Japanese junior high schools.Although the junior high school curriculum goals of both countries pay attention to the psychological and emotional factors of basic knowledge and basic skills,the cultivation of mathematical thinking,and the subjective initiative of learning mathematics,they emphasize mathematical literacy and ability and attach importance to the educational value of mathematics,the difference is that the curriculum objectives in China focus more on the students’ thinking process and learning effect in mathematics,China emphasizes the cultivation and implementation of number sense,symbolic awareness,space concept,geometric intuition,data analysis concept,computing ability,reasoning ability,and model thinking,and pays attention to the educational value of the curriculum.The curriculum objectives in Japan focus more on the ability and attitude that students need for future development through mathematics learning.Japan pays more attention to “mathematics” Activities”:(1)activities to discover problems and solve problems from daily phenomena and social phenomena;(2)activities to abstract life problems into mathematical problems and construct mathematical models;(3)apply mathematical methods to solve mathematical models and make rationale proofs activities to achieve the purpose of cultivating students’ mathematical quality and ability.At the same time,it emphasizes the subject-based and dialogue-based in-depth learning methods.The fifth chapter mainly discusses the comparative analysis of Chinese and Japanese junior high school mathematics classroom teaching design.The comparison sample selects the texts of teaching design by teachers from the two countries: China is the “teaching plan”,most of which are completed by individuals after teachers prepare lessons collectively;Japan is the “learning guidance plan”,which is completed through team cooperation,and more tends to guide students’ learning as part of the most basic teaching research.In terms of instructional design,the two countries are basically similar,and Japan other parts have more unit teaching design parts than China and have a more holistic view in teaching.In the teaching process,China pays attention to mathematical logic,while Japan pays attention to the student experience.In terms of classroom introduction,problem design,study case design and other teaching links,it can be seen that there are differences between Chinese teaching design and Japanese teaching design in cultivating students’ mathematical awareness and applied mathematics.Japan attaches great importance to the education of applied mathematics,which is embodied in the connection between mathematics and daily life.The examples used in mathematics classroom teaching in Japan generally come from real life.In addition,a feature of Japan compared to China is the design of the learning evaluation card,which is the evaluation of students in the teaching middle school,reflecting the meaning of peer learning.The sixth chapter mainly discusses the comparative analysis of the implementation of mathematics classroom teaching in junior middle schools in China and Japan.Through the study and comparison of case studies,quantitative analysis of teaching activities,teaching content,teaching subject behavior,etc.is carried out.The teaching process in the two countries is basically the same.In Japan,there are more group exploration and discussion activities than in China,and they occupy a longer time in each class.In China,there is more training in mathematical problems,and the pursuit of rigor and in-depth mathematical logic system.The Japanese teaching mode mainly serves “problem-solving”,which uses mathematical methods to solve practical problems.There are various teaching forms in China.The seventh chapter mainly analyzes and compares the evaluation of mathematics teaching in China and Japan.Teaching evaluation in China includes the evaluation of teachers’ teaching and students’ learning.China is gradually changing from the result-oriented evaluation to the process-and-result-oriented evaluation,from a single-dimensional evaluation form to a diversified evaluation form,and from a one-way evaluation form to a multi-directional interactive evaluation;however,during the implementation process,it is worth learning from Japan that teaching and evaluation are integrated,and the results are evaluated before teaching,during teaching,and after teaching.Evaluation in Japan includes evaluation among teachers,evaluation of teachers to students,and special attention to the evaluation of students to students.The conclusion of the eighth chapter is that the teaching objectives of the two countries focus on cultivating students’ quality and ability,focusing on basic knowledge,basic skills and mathematical activities.Compared with Japan’s focus on solving practical problems,China is still limited to solving mathematical problems;Classroom teaching pays attention to the teaching process and teaching results,and pays insufficient attention to the students’ learning process and students’ experiential deep learning;in the process of teaching evaluation,China should strengthen multi-dimensional and procedural evaluation.It is suggested that in light of the teaching practice in China and Japan,China should build a mathematics classroom teaching behavior model to cultivate students’ innovative thinking,effectively implement the ability and literacy training of mathematics learning,determine the measures for the implementation of effective classroom teaching behavior by mathematics teachers,and formulate effective mathematics classroom evaluation.measures and implementation methods,and appropriately present and utilize the evaluation results.