Comparison Of Chinese And Indian High School Mathematics Textbooks And The Use Of Textbooks

With the development of modernization and internationalization of education,the comparative study of international education has become a hot topic.The textbook is not only a manifestation of national education idea and the education method,but also an important carrier of students' learning,so the comparative study of the textbook is the core in the field of comparative study of International Education.Mathematics is a core subject in basic education,so the comparative study of mathematics textbook has become an important field of comparative study.This paper uses the most widely used version A textbook of China People's Education Publishing House and the official version of the 2013 edition of Indonesia as the carrier and takes function which is an important part of high school mathematics as the research object.This paper compares and analyzes the textbook of the two countries and a questionnaire about teachers' use of textbook is also designed to further explain the results of analysis.The main research methods adopted in this study are the literature research,content analysis,comparative research and questionnaire survey.This paper compares teaching requirements,content layout,content settings,exercises,the use of textbook and other aspects of basic elementary function from quantitative analysis and qualitative analysis.This reveals the characteristics and differences of basic elementary function in China and Indonesia.Through the research,the author draws the following conclusions:In the content layout,the two versions of textbooks contain knowledge,examples,exercises,and homework etc.The difference is that PEP(A)has reading and thinking part,Indonesian textbook contains learning requirements,concept maps,discussions,and student notes.In the teaching requirements,the Chinese curriculum standard and Indonesian textbooks both focus on the issue from real life and make students further understand the concept of function.The difference is that Chinese teaching requirements are more detailed,and lay more emphasis on basic knowledge and basic skills.While Indonesian teaching requirements are more crude,emphasizing on the cultivation of students' creativity and critical consciousness.In the content structure,the content of the two versions of the textbook structure is not very different.There is slight difference about focus on each knowledge.In the content settings,this article will be divided into three parts to be compared:the introduction of concepts,concepts and formulas,nature and image.In the introduction of the concept,the two versions use the introduction of the situation:PEP(A)ask questions for students to solve;the Indonesian textbooks help students understand the model establishment and solving process by building mathematical model.In concept,the two versions are detailed,but slightly different in the form of concept explain,but the essence is the same.In the formula of trigonometric function,the formula of the two version textbooks is different.In general,The formula of Indonesian textbooks is harder than PEP(A).In the nature and image,PEP(A)focuses on this part while the Indonesian textbook is more rough and simple,the focus of the Indonesian textbooks lies on operation property.The paper has carried out comparison from surface and deep-level.The surface is divided into three parts:the number of exercises,the type of exercises;the deep-level is:the number of knowledge points,background and computing.In the surface comparison,the number of examples and exercises on PEP(A)is more than Indonesia textbook;examples and exercises types on two versions are mainly solving questions and calculation problems.In depth comparison,the two versions are mostly a point of knowledge.In comparison,the two versions of the textbook contains the knowledge points roughly the same.In the background of knowledge,the two versions in the background of knowledge are mostly background-free,basic mathematical problems,PEP(A)involves a small part of the scientific background,Indonesia textbook almost no background.In comparison,PEP(A)has a lot of backgrounds,and Indonesian textbook are in the form of direct questions.In operation,there are some diffcrences in the operational level on the two versions of textbooks,PEP(A)is mostly symbolic numeric operations and symbolic operation from one to two steps.Indonesian textbook is mostly digital operations and complex symbolic computation of the subject,in contrast,the Indonesian textbook more emphasis on digital operations,PEP(A)pay more attention to the simple symbolic operation.Through analysis of the questionnaire about teachers' using textbooks in both countries,the differences in the use of textbook is not obvious.There are only some differences shown on some specific issues,such as the statement of concept,the formula Proof,textbook content adjustment and so on.On the basis of the conclusions above,the paper gives the following suggestions to editors and teachers:(1)attaches importance to cultivating students' creativity and critical thinking and appreciates students' sense of collaboration;(2)Concept map of the content should be set at the head of the character,and student notes should be set at the end of the chapter;(3)we should not only pay attention to the teaching materials,but also develop the teaching materials in a dynamic way;(4)teachers can adjust the content of the textbook,but can not blindly choose the teaching materials in order to cope with the examination.