Course Of Japanese High School Geometry

Geometry is the most basic content of mathematics basic education. China has always attached great importance to the geometry course. But in view of the implementation of the current geometry course, between the actual and the concept still exists a wide gap. It’s necessary for us to learn the geometry course in other countries and to explore the possibility of using for reference,in order to broaden the international perspective of the development of geometry course.Both Japan and China are influenced by oriental culture,and they have a lot of similarities in mathematics education.In recent decades, the reform of Japanese mathematics education forms its own character by learning and organically integrating a lot of west reform ideas and experiences. Our current research is only for Japanese junior high school geometry course and Japanese high school mathematics learning guidance, lack of research on the Japanese high school geometry course, this study will fill this gap.The main contents and results of this study are as follows:1. Characteristics of Japanese high school geometry course in the1999version of Japanese <Senior High School Mathematics Study Guidance Essentials>By analyzing Japanese<Senior High School Mathematics Study Guidance Essentials>and mathematics teaching materials,we get comprehensive understanding of the geometry course of Japanese senior high school. The most significant feature is the textbook written in two philosophy."Mathematical foundations> emphasizes problem solving, attention to the students hands-on practice and knowledge of the history of mathematics.<Mathematics*> emphasizes knowledge systemic.2.Analysis on the2009version of<Senior High School Mathematics Study Guidance Essentials> and the outlook for Japanese high school geometry course2009version of<Senior High School Mathematics Study Guidance Essentials> abandons "lighthearted" philosophy, to maintain and deepen the concept of the "viability". Subjects was reduced to6from7,and reconfigure credits of various subjects. By analysis, I boldly speculated, the depth of <Mathematics*> will increase, the contact with real life will be strengthened by topics learning. The depth of<Active use of maths>will increase,the realization form and content of the carrier of problem solving wil be more diverse3. The similarities and differences of the Sino-Japanese high school geometry course and ReflectionsThere are similarities and differences between two countries’high school geometry course in the course objectives, course content and course design. The similarities and differences lead the author to thinking of the design and the difficulty of geometry course, the systematic of knowledge and problem-solving. Geometry course in Japan has its reference value in these three areas.