Comparative Study On "Statistics And Probability" Parts Of Chinese And Canadian Textbook

At present, many economically developed international countries and regions have conducted large-scale reform of basic education, have raised new educational goals, curriculum standards and teaching materials have been reformed. New curriculum reform in China is vigorously started teaching high school mathematics taught A new version came into being, and the trial for years.In this study, the Chinese People's Education Press, the New Curriculum Mathematics (A) version and the Canadian province of BC high school mathematics textbook《Mathpower TM》(Western Edition) comparative study of materials, document analysis, research and comparison of the two kinds of mathematics research carried out as follows: First, from the perspective of the text to compare the surface structure of the two materials (textbook overall content, structure, systems, characteristics and preparation of text, images, and layout) for macro-comparison. Second, adding further to the textbook "Statistics and Probability," Comparative Study of the specific content from the content, structure, setting examples and exercises drawn summarized the characteristics of the two materials and the common characteristics of each study. Finally, from the perspective of a secondary school educators put forward their views and perspectives.Comparison of Conclusion: knowledge content, the more content of mathematics textbooks, teaching materials did not occur in Canada "algorithm, simple logic, geometry proof" content. From the material structure, the structure of materials rigorous, helping to train students in logical thinking. Canada broke the preparation of teaching material structure of subject knowledge, student life, social life and modern technology as the starting point, attention to student's personal experience and cognitive rules. See from the way of knowledge representation, two materials with different features, the Canadian behind the indexed part of the material worthy of our reference materials, also illustrated the Canadian emphasis on teaching, teaching materials and more with color drawings and photos to mobilize students in the visual, through various forms of characterization methods presented to help students fully understand the teaching materials.From the deep knowledge, breadth of view, the concept of PEP materials and laws of the excavation of deep, emphasizing the concept of connotation and extension of the law, pay attention to the formula, the proper use of theorems and math teaching in Canada are familiar with emphasis on students describe the phenomenon, not to be too high for quantitative calculation of the requirements is not difficult. From the evaluation methods of view, we evaluate the students based on scores given key,《Mathpower TM》content evaluation of textbooks and real life, society, science and technology are closely related.Materials by comparing Canada, and finally get some inspiration: (a) the materials should be appropriate to reduce the depth of mathematical knowledge (b) of the different materials should focus on the content and the intrinsic link between the different branches (c) focus on teaching students to be interested in ( d) The materials should effectively increase the integration of mathematics and information technology, (e) Teachers should be the proper use of materials.