| The mathematical educations in China and Japan all have the East Asia culture traditions. In the last decades, Japan proceeded large quantity's of mathematics curriculum reform work, and gradually bring up that the essential orientation to improve student's study is select contents carefully and educate their creation ability, thinking ability, judgment ability with express ability. Now Japan's arithmetic and mathematics education is more emphasize and attach important to fundamentality and characterizes, purpose the relaxed study environment, and promote student's feeling on mathematic study; arrange interesting study contents around students; pay attention to the different levels and different vocation in future about student, increase selective period and make the course is flexible; encourage selectivity study and arrange task research and multipurpose learning, further embodied the tendency of mathematics course's is characterize, activation with parasitism, and these are all eye-catchers.Traditional mathematics course in our country emphasize the system of knowledge and enhance student's basic learning with training and pay attention to educate students logical thought ability, but our teaching material changing not much for a long time, the contents tends to difficulty, deeply with narrowly and contact little with living actual and short of mathematics advanced task. The thesis through comparison research and analyze on senior high school syllabus of mathematics course and teaching material between China and Japan, put forward our-own view: mathematics education in our country should carry forward the tradition of emphasize basic knowledge and skills, learn and use the experience of other countries about education on respect characterize and emphasize self-teaching; select the contents contact close to actual life, set up different courses by students interesting and introduce advanced and contemporary mathematics contents.
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