The Comparative Study Of High School Function Contents In China And Japan

Function is a basic content of mathematics. Theories of function penetratein the various mathematical branches. Contemporary scientific researches andpractical applications are both affected by the theories of function. In China,education of mathematics in senior high school pays special attention to thefunction teaching. Senior high school concentrates on function teaching,which is a part of the fundamental education. Function is one of the corecontents of the high school mathematics. Many students have difficulties inlearning function. This is the reason why the writer chooses function contentin the high school textbook of mathematics as the research object.In this paper, the writer compares many aspects such as the requirements,the structure and arrangement of the content of function teaching in highschool in China and Japan to find out their differences. On the basis, of thisauthor points out the advantages of emphasizing the traditional “double-base”theory in high school mathematics curriculum revolution in China. Advancededucational theory Japan is a good reference in compiling of high schoolmathematics textbooks.This study adopts literature analysis, content analysis and comparativeanalysis as the research methodology. First of all, the author compares theChinese “standard” and the Japanese “essentials” from the perspective of goals and content of mathematics course the difference and similaritiesbetween senior high school function contents in China and Japan. Then, theauthor specifically discusses difference and similarities between senior highschool function contents. Finally, the author concludes the characteristics ofhigh school function contents, and put forward suggestions to the compilingof senior high school function content. The innovation point of this paper:high school mathematics curriculum standards in the two countries beingbreakthrough point, comparative and systematic research was made on thebranch knowledge of high school function, the teaching requirements, contentarrangement, and the content structure of high school function in twocountries on the basis of a thorough study on the content of high schoolfunction.Specific procedure:The first chapter: the author expounds the purpose and meaning of theresearch topic, introduces the research method, and the present situation of thestudy at home and abroad, and points out the innovation part of this paper.The second chapter: the author briefly compares the “standard of highschool mathematics course” in China and the course goal and contentstandard in the “essentials of teaching requirements in college” in Japan.The third chapter is the core part in this paper. Detailed and systematiccomparison was made between the teaching requirements and target, contentstructure, content settings of function, quadratic function, exponential function, logarithmic function, and trigonometric function in Chinese andJapanese mathematics textbooks.In chapter four, the author first analyzes the contents of the first twochapters, and then gives some suggestions on six aspects: the writing of theChinese high school function content from layout sequence, naturallogarithmse, radian system and other related content processing form,illustrations and exploratory problem set, the content and function of thecontent of the other contact, compulsory content, and take the rationality ofthe content.