The International Comparative Study Of Course Of Equations In Junior High School

Firstly, the paper takes a quantitative analysis on the breadth and depth of content, examples' difficulty for Chinese and French equation in junior high school textbooks. This paper find that no matter on the breadth and depth, or examples' difficulty, the requirements of Chinese textbooks are higher than that of France; taking quantitative analyzing and qualitative texting from the number, type, degree of difficulty on equation in the textbooks between China and France, this paper draw the conclusion on the same points, different points and respective characteristics between these two textbooks; taking a qualitative analysis on the core concept, proposition processing and practical application in the equation content of this two textbooks, we get that some Chinese equation textbooks pay more attention on the importance of knowledge exploration, development, and specific problems in solving. While the French SM textbooks focus on students' self-perceptional experience, solving knowledge problems one by one, and gradually guiding the students to search the knowledge.Then, by using the quantitative analysis method, comparing the breadth of equation knowledge, the subjects of knowledge point in the proportion, and the cognitive demand distribution in the curriculum standards, we get the conclusion from the breadth of knowledge: China equation followed by the maximum breadth of knowledge, South Korea, Japan, Germany, Singapore, Britain, the United States, Australia Canada, Finland, France, South Africa's breadth of knowledge is minimum; from each knowledge theme proportion: all the countries including "concept and nature" theme and it accounts the largest proportion.Depart from Canada, the United States, and South Africa, other countriesare the same about the basic content of equation course. They all include four topics about the equation : "concept and nature", "a linear equation", "a group of two linear equations”, and quadratic equation with one unknown"; knowledge points to cognition in distribution: only the United States and China related four levels: "knowing", "understanding", "master", "using", and the other countries involved only two or three levels. With the exception of Finland, the rest are focused on the "master" level. Qualitative analysis method is used to be compared the distribution of knowledge and the application of equation, we get the distribution of knowledge and the difference in application were obtained in this paper. The knowledge points of thewhole equation system are clustered by using the method of cluster analysis, we get the importance of each knowledge point. Through the comparative study above, in order to understand the curriculum standards of different countries which set up the content of the equation, then provide reference for the reform of the content to our curriculum reform.Relevant Innovationas: combined quantitative and qualitative analysis to China and French textbooks in the equation and the 12 national curriculum standards in the equation of knowledge, our equations will have a comprehensive presentation and international orientation; cognitive requirement are quantified as a foundation, using SPSS to 12 countries curriculum standard equation of knowledge for cluster analysis, we get each knowledge point in the equation system classification and the situation which is to be attentioned.