A Comparative Study Of Examples And Exercises In High School Mathematics Textbooks Between China,Germany And Russia

This study used text analysis method to compare the highschool mathemtics textbooks about the trigonometric content.First,the sequencing of trigonometric content,the structure of trigonometric content and the knowledge points of trigonometric content are compared form the overrall perspective.On this basis,examples and exercises are cunducted a comprehensive comparative study from two dimensions,shallow and deep structure of problems.The following are conclusions:1.The similarities of examples: all treatment are relatively simple,the main examples are "analysis" class-based;exemplary focuses the same trend as a whole,most attention focused on both knowledge demonstration also concerned about the use of mathematical thinking demonstration;most illustrtions are schematic.2.The differences of examples: the proportion of knowledge points and exercises is a big difference;there are four types in CH-PEP,three in DE-EKV,only one in RU-MGU;RU-MGU most stresses the foundation,followed by CH-PEP,DE-EKV is relatively comprehensive;each has its own focus on typical settings;each has its own characteristics on examplary set.3.The similarities of exercises: all provided with conventional type exercises;answer questions are in the main;pure math questions are accounted for the largest number;level settings highlighted variant training;coverage ratio of the same oder.4.The differences of exercises: each has its type settings tendency;big difference in material set;richest illustrations in DE-EKV;variant training is most stressed in CH-PEP and RU-MGU,DE-EKV most concerned about the comprehensive application;variant different forms;different coverage;different cognitive demands.On the basis of conclusion from the comparative analysis,the revalation of this study is as follows:More attention should focused on examples of the typical methods refining and the thinking process demonstrating,both on exercises of the conceptual understanding of cognitive demands,the height of integrated application,the content of open inquiry and the range of overlay content.