Contrast Research On Chinese And Indian Elementary School Mathematics Textbook

Textbook as an educational tool and educational materials is the carrier of curriculum application and an important part of the course, which has significant meaning in the whole education system. As curriculum reformation in China, it has been entered a moment of reflection, which we need to think over the success and failure from the perspective of the textbook written. China and India are both developing countries, in which it has many similarities in mathematics education reformation, and that is why I choose China and India as the object of two comparative textbook. By comparison, we could find the difference between two versions and their advantages and disadvantages, which provide us a reference and example in the future.In this article, we studied and compared between the "Primary Mathematics" of People's Education Press in Chinese compulsory education curriculum standard textbook and the "MATH-MAGIC" of Indian National Education and Training Committee textbook by using literature, content analysis, comparative methods and so on from the perspective of original text books. First of all, we need to understand the situation of domestic and international textbook and have a clear and definite awareness of nowadays study situation and study objective. Then through the comparison of textbook outline, knowledge domain, writing style, content formation and printing properties in the textbooks of People's Education Press and MM version. Combining the analysis of main knowledge and the comparison of typical section in two versions, we could draw the conclusion as follows.Study found that Chinese and Indian school mathematics textbooks in the following aspects reflect some common rules, elementary school mathematics textbooks reflect the development of the world's universal law: first, the two versions of elementary school mathematics textbooks cover the same area of mathematics learning, and second, , have tried to develop in accordance with the laws of Students, to help students build meaningful mathematics. Third, attach importance to primary school children in mathematics learning and real-life connection; attach importance to solve your problem.From a comparative perspective, China and India the two versions of elementary school mathematics textbooks own characteristics: the overall structure of the two versions of textbooks In comparison, the People's Education Press curriculum and presentation of great importance to grasp the system of subject knowledge, while the MM version is more use of rich context emphasize learning experience accumulated interests and activities; on two main areas of textbook knowledge point comparisons, MM textbooks spiral arrangement with knowledge points, emphasizing the formation of knowledge and with life, and taught version of the knowledge points is still within the linear arrangement of knowledge, the knowledge of the systematic and disci; Jiu view of a typical section of the comparison, MM textbooks more "learning material" and features, while the newly published textbooks more has a "textbook" features.This conclusion is to make up for our math curriculum materials for India's primary research can play a good complement for the implementation of the Primary Mathematics curriculum has a good reference and reference...