The Comparison Study In The Content Of In-equation Between The Textbooks In China And Those In Canada Subject Teaching (Mathematics)

Textbooks are the important evidence between teaching and learning, which is a tool for students to get the knowledge, develop intelligence and improve themselves. Therefore,quite a few experts would like to compare the textbooks with each other in different areas so that they can absorb the quintessence and be based on their own teaching material to improve the writing and design of the textbooks.This paper mainly compares the mathematics textbooks in Middle School from The Chinese people’s education press with the ones from BC provincial high school in Canada.The major research methods I use are: The literature analysis, comparative research,quantitative analysis and statistical analysis. The following are the specific research content:1.Analyze the environment of math teaching in Canada and the qualities of it by literature.2.Analyze the macro part of the Inequality content of the textbooks in these two countries, including the qualities of the textbooks writing, Course objectives and so on.3.Do some further research on the micro part of the Inequality content of the textbooks in these two countries. For example, compare the differences among the Inequality’s knowledge, Chapter introduction, exercises etc.4.Some examples for the teaching ways of the textbooks in these different countriesThe discussion of the comparison: The textbooks of BC provincial high school in Canada thinks highly of the communication with parents, which let the parents know the objectives of the courses well. From the macro aspect, the content structure of Chinese textbooks meets the requirement of the cognitive laws of students. However, it is not asgood as the ones in Canada on the usability, innovation ability and the scientific attitude.The courses objectives of our textbooks ought to emphasize to use a variety of tools to learn math and strengthen the mathematics communication ability. From the micro aspect,it lacks of examination in the examples of Chinese textbooks, which is not as specific as those in Canada. However, the definition in Chinese textbooks is given definitely, which does good to the students to learn math scrupulously. Chinese textbooks focus on theoretical points, while Canadian textbooks focus on practicability and operability. Both the textbooks and courses objectives in China emphasize the learning math thoughtway.Therefore,the infiltration in Chinese textbooks is much brtter than that in Canada.We can draw inspiration from the comparison of the “Inequality” content between the textbooks in both China and Canada: first, strengthen the ability of communication of teaching. Second, both teaching thoughtway and the skills of operation should be thought highly of. Third, the design of examples in the textbooks should be improved, especially the examinations, which are supposed to cultivate the students’ habit of reflection and inspection. Fourth, “parents’ knows” should be added in the supporting facilities of the textbooks, which can help parents to develop the learning activities with Children.