A Comparative Study On Middle School Mathematics Textbooks Between China And Korea

With the continuously enhance of the trend of internationalization education, the national mathematics education cooperation and exchange the general strengthening of China and Korea are based on national conditions, have launched education reform movement, Korea has achieved excellent results in curriculum reform and practice, and has launched a new teaching materials. This study through a comparative analysis of the characteristics of China and Korea junior high school mathematics textbooks, similarities and differences between two versions of textbooks and causes analysis and prepare recommendations for the junior high school mathematics textbooks in China.This paper uses literature and comparative law, comparative analysis of the surface structure and deep structure of the junior high school mathematics textbooks in China and Korea, the following are conclusions:Similar to the basic structure of the two textbooks, the number and characteristics of the columns and illustrations on quite different physical characteristics of the Doosan version richer colors, beautiful and clear. PEP adhere to the spiral arrangement of Doosan version of the straight line and spiral arrangement of. In the comparison example, the PEP textbooks difficulty level higher than the Doosan textbooks. PEP slightly on the "explore" the level of disadvantage, but in the remaining "background", PEP has the advantage of "operator","reasoning" and "amount of knowledge of these four levels of difficulty. Deep structure, the textbooks of both countries try to set the application of mathematical problems, the PEP textbook set application exercises proportion of Doosan large, and both set up a wealth of learning material, but material selection Doosan edition textbooks have significant advantages; two versions of textbooks focus on cooperation and exchange capacity, the Doosan textbooks also focus on students hands-on capabilities and demonstrate reasoning ability, and the Doosan version pay more attention to the cultivation of the emotional attitude than the PEP.Based on the above conclusions, the following recommendations:(1) The PEP can increase the special part, to increase students’hands-on labs part, part of the game class sections, math and vocational world to promote students’ motivation.(2) Dilute the calculations and reasoning steps, in-depth understanding of mathematical knowledge and an appropriate increase in the level of inquiry.(3) The concept of import methods and problem-solving methods of diversification, a multi-disciplinary capacity.(4) The material selected should be broad enough to increase biology, astronomy, art, musical instruments, art and other fields of study material.(5) To strengthen the cultivation of the feelings and attitudes.