A Comparative Research On High School Geometry Textbook Of The Three Regions Between China And The United States

With the reforming of education, Research on textbook is greatly national attention, comparative textbooks has become a hot international of education research. China and the U.S. respectively as a typical representative of Eastern and Western countries, Taiwan, as a combination of the earlier western region, to explore the similarities and differences between the two countries of three academic textbooks has reference value. Aiming at the core of high school math section-geometric, we select Textbooks in three regions as research subjects. Including Chinese mainland’s high school textbooks published by People’s Education Press. And American high school geometry textbook of Connected Mathematics Series published by Pearson Prentice Hall, as well as Taiwan Ordinary high school mathematics textbooks published by Nanyi Bookstore. The Research Methods we use literature analysis, reasoning method, comparative content analysis, case analysis and statistical methods. from multiple perspectives systematic comparative study of three textbooks in order to ascertain the three Sino-US high school mathematics teaching geometry specific similarities and differences’, put forward valuable suggestions for the improvement of our high school geometry textbooks, also give new ideas to further unify high school geometry modules provide.The Research results that, firstly, there are some differences from the three geometry curriculum standards (outline) of the sets of materials. Greater breadth of knowledge of the American textbook, which is shallow depth; mainland and Taiwan breadth smaller but deeper depth of knowledge, Mainland of China has the deepest courses in it’s textbook.Secondly, there are some Differences in the structure of materials. The Textbooks of Mainland Seemingly mixed materials, but materials are Division; American High school geometry textbook Very close contact with other disciplines; Taiwan geometry textbook is completely mixed materials.Thirdly, there are also some differences of Material selection and presentation of geometric knowledge. Source material is relatively simple in Mainland of China, and the Knowledge of geometry is Rendered in accordance with the knowledge mainline; Taiwan’s rich material than on the mainland, but still relatively scarce relative to the U.S., Taiwan Presents geometric knowledge through algebraic methods. American textbooks are more abundant than China’s, including examples and exercises in the background, the Topics background are close-to-life, and there is A large number of beautiful geometric picture in American textbooks. Intuitive Geometry is more important than the proof in American. The Knowledge representation means are presenting more varied means.Fourthly, When using the theory of Bao Jiansheng in2002,about The degree of difficulty of the examples and exercises., We have found:China textbooks is much More difficult than American’s on computing, proofing, knowledge contenting.but which background areas are far below American textbooks. All aspects of Taiwan in this regard are between China and the United States.Fifthly, Different Textbooks play a different role in teaching, American textbooks more suitable for students’self-learning and after-school reading, but China textbooks more suitable for teachers teaching.In response to these findings, this paper summarizes the advantages and disadvantages of three textbooks. Finally, we give some suggestions to improve our high school geometry textbook from five aspects. Which including Applicability of teaching, learning needs of students, teaching materials cost of inputs, the overall arrangement of geometric knowledge, geometric extension of learning etc.