A Comparative Study Of The Geometric Content Of Chinese And American Junior High School Mathematics Textbooks

Teaching material is the carrier of curriculum implementation.The teaching material of each country reflects the regional characteristics of the country.It reflects the educational ideas of a country and the educational thoughts of the textbook writers.Textbook research is one of the core problems in curriculum and teaching research.It is the basic guarantee for the improvement of teaching quality and the implementation of teaching reform.It is also a common concern among primary and secondary school teachers.Therefore,the comparative study of textbooks in different countries is helpful to better understand the difficulty of the teaching material and the differences between the textbooks of other countries'.It is helpful to provide further reference for the researchers,the textbook writers and the educators who are concerned about education.At the same time,it is also helpful for teachers to deepen the understanding of teaching materials and improve the quality of classroom teaching.This article makes a comparative study of the geometric contents of math textbooks in junior middle school between China and the United States.It studies from two aspects of the breadth and depth of the curriculum,with "congruent triangles" and "right triangles" as an example.It makes a comparative analysis of the contents between the two materials from the aspects of the order of teaching materials,the proportion of core knowledge points,the differences of knowledge points,the level of knowledge objectives,the number of questions and their comprehensive difficulty,the types of exercises and the comprehensive difficulty of exercises.In order to find out the similarities and differences between the two countries' mathematic textbooks.And finally draw the following conclusions:(1)The arrangement of the contents of Chinese textbooks is coherent,but the comparative of the content is not as good as that of the United States.(2)The proportion of the core knowledge points in Chinese textbooks is lower than that in the United States.(3)The target level of Chinese teaching materials is higher than that of American textbooks.(4)The number of Chinese textbook examples is low than American textbook,but the depth of the examples is higher than that of American textbooks.(5)The difficulty of Chinese textbook exercises is deeper than that of American textbooks in some aspects.Through researching the conclusions obtained in this paper.On the reform of the geometry content within teaching materials.This paper further puts forward the following Suggestions.In order to provide some help and reference for the teaching staff and teachers.(1)In the geometry curriculum reform,we should pay attention to geometry intuition.(2)In the reform of the geometry curriculum,we must pay attention to the application of mathematical knowledge.(3)In the geometry curriculum reform,we should pay attention to the integration of geometry and information technology.