A Comparative Study Of The Junior Middle School Mathematics Teaching Material Geometric Content In Chinese And Japan

Textbooks as curriculum goals and teaching content of specific performance is an important tool for teachers and students to start teaching activities. Paper chooses China and Japan junior high school geometry textbook for the study of mathematics, and similar triangles and parallelograms as a case study.The main research method used in this study literature analysis, content analysis, comparative research method. Expand research article from the overall comparison and compare two specific aspects. Overall comparison includes the preparation of textbooks overall characteristics, content distribution geometry, geometric contents are organized in three areas. Specific objective comparison includes knowledge, knowledge presentation, background knowledge in four areas, for example, the integrated exercise difficulty. By comparing the following conclusions:(1) Form the characteristics of the materials prepared whole, the Japanese textbook chapters divided into relatively small catalog. Chinese textbooks at the end of the corresponding sections of chapter have knowledge summary of the content of each exercise are divided, but also gives the target level of the corresponding point of knowledge, and at the end of the Japanese textbook chapters only graded exercises;(2) From the geometric distribution of content, the Chinese teaching materials related to Japan’s more refined than the knowledge divide, involving a wide range of knowledge;(3) From the geometric arrangement of the contents of the order, the Japanese and Chinese teaching in the content presentation is spiraling trend, but the basic graphics plane geometry knowledge presented in a different order, Japanese textbooks were integrated orchestration, and Chinese textbooks in module presented in the form;(4) From the knowledge of the target, the Japanese textbook knowledge points more than the target level of Chinese textbooks balanced distribution; presentation from the point of view of knowledge, knowledge representation and knowledge to explain the two materials remained the same. China imported more attention textbook knowledge, Japanese textbooks pay more attention to the application of knowledge;(5) From the knowledge background, describes the background knowledge of the two materials most of mathematical background, the background face Chinese teaching involves more than Japanese textbooks; difficulty from patients with comprehensive exercises, the Japanese textbooks difficulty value higher than Chinese textbooks;Based on the conclusions of this paper, the preparation of junior high school textbooks of the following recommendations:(1) Rich teaching materials, to stimulate student interest.(2) Appropriate adjustments to the knowledge order of presentation, so that the knowledge network.(3) Value-conscious paradigm to enhance student learning initiative.(4) Focus on exercises set, so that difficulty balancing.