Comparative Study On The Contents Of Probability And Statistics Between Chinese And Japanese Mathematics Textbooks Of High School

In recent years, the comparison between curriculum standards and textbooks has become a topical issue among scholars. The comparative analysis on curriculum standards and textbooks of different countries can promote the development of the mathematics education of high school in China. This paper makes 'a comparative study in conducted on the contents of probability and statistics between Chinese and Japanese mathematics curriculum standards and textbooks of high school. Based on the comparison between relevant contents of curriculum standards of these two countries,with the application of literature research, comparative research, qualitative analysis and quantitative analysis, a comparison study is conducted with four aspects on the introduction manners, content structures, depth and breadth,and amount and difficulty of examples and exercises of the probability and statistics in the two editions of textbooks, aiming at discovering the similarities and differences between the textbooks of the two countries and providing referential suggestions for the compiling of Chinese mathematics textbook and promoting the teaching practices of probability and statistics in China. The Chinese textbook used in this study is the Ordinary High School Curriculum Standard Pilot Textbook ·Mathematics (edition), and the Japanese one is Mathematics for High School (Qilin revised edition).Through comparison, four conclusions are drawn as below:(1) In the aspect of curriculum standard, Japanese one more focuses on mathematics activities, emphasizing comprehension and flexible application of knowledge, while Chinese one pays more attention to the utilization of examples to enable the students understand and comprehend relevant knowledge.(2) In the aspect of organizational structure of textbook:, in Chinese textbook columns are set with plenty of variety, while Japanese one is somehow monotonous and concise, but whose complimentary reading section focuses on the explanation of knowledge point and deepening study of relevant knowledge.(3) In view of the presentation of knowledge of probability and statistics in the textbooks, the two countries both make systematically and regularly.The content of probability in Chinese textbook is more than that of Japanese,while 'statistics is less. Meanwhile the depth of both contents in Chinese textbook is inferior to that of the Japanese.(4) As for the setting of examples and exercises, the quantity of that in Chinese textbook is significantly more than Japanese one, but level setting is less difficult. The examples and exercises in Japanese textbook are more difficult than Chinese ones and we pay more attention to the master of elementary knowledge.Based on the above conclusion, here are some referential suggestions for the compiling of our mathematics textbooks: we need to strengthen the cultivation of divergent thinking and creative ability of our students; refine relevant exercises; the textbook shall be complied comprehensively;level-differentiation should be added into examples; more connections be connected to other knowledge bodies and enrich into text contents mathematics history and mathematics culture.