| Along with the reform of middle school mathematics curriculum proceeding,the importance of the construction and the utilization of mathematical teaching resources is raising the public awareness.Textbooks,a critical media in teaching materials,plays an importance role as both the carrier of achieving teaching goals and the first hand resources in teacher-student interaction.Therefore,it is the determinant of teaching quality,as well as the efficiency of student accepting and understanding knowledge.It is generally acknowledged that there is a wide range of differences between Chinese and the Western textbooks.Throughout comparing the content about "Infinite Series" in both Chinese and English textbooks,this thesis provides deep discussions about the differences between those textbooks in terms of macro and micro perspectives,in addition the level of difficulties in content understanding and after class exercises.Firstly,this thesis shows the comparisons of the mathematics curriculum standards of high schools in China and UK.Then we select the Chinese high school mathematics textbook,published by Beijing Normal University and the latest version of CIE A-Level of<Pure Mathematics 1>and<Pure Mathematics 2&3>,published by University of Cambridge in 2011 as the research objects.In addition,we conclude the similarities and differences between the mathematics textbooks from these two countries by doing a systematical and comprehensive analysis in both macro and micro perspectives.Meanwhile,we research and discuss the distinction in the easiness of understanding textbook and proceeding exercises.Finally,we provide some suggestions in the coverage of textbook content from own observations,and hope to make valuable contribution to China's curriculum and textbook reform in the future.The first chapter defines the background of the research,explains the methods conducted and shows the significance of this research.The second chapter concentrates on analyzing the current achievement in researches about textbook comparisons,including the comparisons among domestic and foreign textbooks,the connections among diverse versions of domestic teaching materials,as well as the comparisons in a specific field,"Series".The third chapter talked about the similarities and distinctions in two textbooks from micro and macro viewpoints.We sum up that there is few obvious difference in overall characteristics of Chinese and English textbooks.In terms of content coverage,Chinese textbooks tend to emphasize on the main theories,by contrast,English textbooks contain a wide scope of knowledge.Regarding the arrangements of contents,Chinese textbooks includes all the theorems related to Series in one chapter with a basic to intermediate order,while English textbooks spread into several chapters.As to the structure of teaching materials,the two textbooks are overall correlated,however the interconnection between theories is relatively insufficiently indicated.With regard to the features of explaining knowledge,Chinese textbooks show strength in defining and explaining concepts,and the applications of these theories in reality,English textbooks give priority to build interrelationship between individual concepts.To specify,the English textbook gives interpretation of "binomial expansion" by relating to series,which provides a new way to comprehend this concept.The fourth chapter offers an analysis in respect of the degree of difficulty in understanding the concepts within limited lecture time and in doing additional practices,referring to the difficulty assessment model introduced by Prof.Shi.Additional proceed the analysis in terms of the scope,depth and easiness of curriculum.Furthermore,we examine the the overall rate of difficulty by introducing Jiansheng Bao's "Comparative Study of Composite Difficulty Model".From the research and observation,we comment that the British textbooks more demonstrate on formulae operations and theory derivatives,the degrees of difficulty in curriculum are almost indifferent. |
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