Comparison On The Structure Of Teaching Material Of Mathematics For Junior Middle School Between China And Singapore

Selected Zhe Mathematics and Ren Mathematics which represent the principle of "a few editions under one program of instruction", to compare with the Singapore textbook Mathematics, as Singapore is not only under the Oriental culture ,but also performs well in international competition. The author compares the three editions by analysising the structures, focusing on "equation", finds out the difference, in order to look over the characteristics in whole. In this paper, the author compares the surface—layer structures and the deep—layer structures, the former is the exterior format of teaching materials, it shows the aspects of teaching. The latter shows the aspects of contents.By statistical analysising, the research on the surface—layer structures, including the columns, the diagrams, in order to find out the shortcoming of our teaching materials by using the relevant literature: Ren Mathematics is not explicit in the guidance of columns, and has many mistakes in naming. Zhe Mathematics is not accurate enough in classification, the columns of Mathematics are disproportionately distributed. Our teaching materials own lots of diagrams,but they are not so helpful as Mathematics in developing knowledge. At the order of presentation of knowledge, the author refers to Many Issue on Present Curriculum in Junior and Primary School From the Point of Epistemological Analysis, seeing that Mathematics and Zhe Mathematics are closer to the main concept line, while Ren Mathematics gets more divisions. Besides, Zhe Mathematics and Ren Mathematics pay less attention to "Cross Multiplication "and the roots of equation than our former teaching materials, which will inevitably cause the trouble of linking between junior and senior high school.Comparing the deep—layer structures of the three, according to some relevant education literature, including the Singapore 2007 Teaching Instruction, Guidance and their expiation, to develop the respective specific latitude of knowledge, ability and emotion element. In the elements of knowledge, comparing on "the proportion of theoretical and applied exercises" and "the selection of materials". Mathematics has the largest proportion on theoretical exercises, while Ren Mathematics has the largest proportion on applied exercises. In detailed situation, Zhe Mathematics pays more attention to shopping and profit and loss situation, Ren Mathematics pays more attention to route situation, Mathematics pays more attention to shopping. Zhe Mathematics places importance on the combination of interdisciplinary knowledge connection. Researches show that, the development of ability in teaching materials permeates all of the knowledge systems, can embody in many aspects, such as"the strategy for solving problems" "the cope of concepts". Zhe Mathematics and Ren Mathematics are in formality while using equation to cope with practical problems, Mathematics is inclined to use different ways to solve one problem, showing the original and real process of forming ideas, embodying the innovation and difference. In the elements of emotion, both Zhe Mathematics and Ren Mathematics focus on the value of the ancient mathematics problems to students, to introduce the achievements of mathematicians in our country intentionally, but both too utilitarian.The three editions all seldom refer to the application to culture, music, art. Ren Mathematics and Mathematics encourage students to explore independently, lay stress on the diversify sources of knowledge.Finally, the author gives some opinions and suggestions about the compiling of the teaching materials:(1)bringing the guidance from the columns into full play;(2) placing emphasis on the guidance for students to use the diagrams;(3)paying attention to the social problems in the teaching materials;(4)thinking highly of the connections of knowledge in and among disciplines;(5)making full use of information technology, to help students study independently;(6)taking notice of the combination of the subject logical order and the students' psychology development.