Contrast Research On Indian And Chinese High School Mathematics Textbook

Since the beginning of the21st century, in order to better educate its people, manycountries of the world are carrying out educational reform, and the most important part iscurriculum standards and textbook reform. The world’s major countries have introducedrelated to education policy, to promote the national curriculum reform. In this backdrop,China had basic education curriculum reform since2001and the reform of senior secondaryeducation courses in2004. Therefore, in order better to deepen the curriculum reform, and toprovide reference data for further amendments to China’s high school curriculum standards, itis necessary to carry out international comparative study of high school courses. India, as ourneighbors, regional and national conditions are similar with us, so the study of the Indianhigh school mathematics curriculum has great significance on high school curriculum reformin China.The study of curriculum standards and textbooks are mainly concentrated in developedcountries, such as the United States and Japan. However, India’s National High SchoolMathematics Curriculum Standards, the latest progress of high school mathematics textbooks,our country is still relatively empty state. Therefore, this paper aims, through the comparativestudy of high school math curriculum standards and textbooks in China and India; we canfind the law and sum up experience and lessons, to provide a theoretical basis and practicalreference for the development of mathematics curriculum.In this study, the high school curriculum standards published by the People’s EducationPress in China test textbook "Mathematics" A, and India’s National Education and TrainingCommittee published the "Mathematics", these two versions of high school mathematicstextbooks are ready for the study. Using the content analysis, literature method, andcomparative law, we begin our comparative study from the text level of the curriculumstandards and textbooks.Firstly, by understanding the development of domestic and international textbookresearch and the development of education in India since the founding of the status quo, wehave a clear understanding the current textbooks.Secondly, through a comparative study between the two high school math curriculumstandards, we will have a preliminary understanding of knowledge and its degree of difficultybetween the two textbooks.Last, through comparing the concept, content, structure, organizational structure, thepreparation of characteristics, physical properties of PEP textbooks and the Indian version of" Mathematics ", and combine typical sections,we obtain some basic conclusions.1. The conclusions of the overall structured comparisonAt the macro comparison, the two editions of the textbooks have a lot in common, such as two editions of textbooks focus on the contact of mathematics and real-life, so that thestudents construct their own mathematical system. The study areas have algebra andfunctions, geometry and space, statistics and probability and calculus, four areas. But thereare also differences, such as the A version textbook pay more attention to student learningautonomy, and the M version textbook is emphasis on the terms to prove the rigor of theprocess, the correctness of the argument expression. In addition, the A version teach moreemphasis on the integration of mathematics and computer, but the M version does not do this.2. The conclusions of the specific details comparisonThe two editions of the textbook emphasis on the student’s own life experiences, so thatstudents have enough time to be able to think independently, to understand the concept of theformation process. In course content, the M version is focus on the learning of calculus andthe A version is focus on the explanation of basic mathematics. Two editions of textbooks, atotal of19points in the breadth of knowledge, a collection of trigonometric and othertransformation vector space with three-dimensional geometry, the derivative and itsapplications, complex numbers, matrix, these6points, taught the A version curriculumbreadth is lower than the M version. On the other13points, the A version is higher than theM version. In the depth of knowledge, the A version in the collection, plane analytic geometry,statistics, probability, trigonometry identity transform, inequality, the derivative and itsapplications, complex numbers, probability, matrix10points on the course depth is lowerthan M version, the other nine points is higher than the M version. In the organizationalstructure, the two editions of the textbooks adopted a spiral to write, but the M version of thetextbook spiral, such as function, the11th grade and12th grade explain it respectively,gradually deepened. A version pay more attention to the pace of times, and close contact withthe computer, the M version is more emphasis on mathematical knowledge, as well as thepenetration of Indian culture, every mathematical concepts are explained in detail, the imageof the mathematician is also India’s unique lace surrounded.In this study, India has a very good complementary role to compensate for the relativelyweak situation of our country for the study of high school mathematics curriculum textbooks,and has a good reference for the implementation of high school mathematics curriculum inChina.