A Comparative Study On "Sequence" Of High School Mathematics Textbooks In China And Japan And America

With the continuous improvement of international education,international exchanges and cooperation in mathematics education are becoming more frequent.The links between mathematics education between East and West have also been greatly strengthened.The curriculum standard of high schools in China has been revised and completed,and the corresponding revision and compilation will also be made in mathematics textbooks.Japan and the United States are powerful countries in education.Studying Japanese and American textbooks can provide references for our textbook compilation.The contents of the sequence are of great importance in the high school.Therefore,this paper takes the series as the carrier,taking the high school mathematics textbooks of PEP and QilinGuan Edition and McGraw-Hill Education as the research object,using the method of literature,comparative method and statistical method,and compares the content requirements and the unit structure in two aspects in the macro dimension.The four aspects of knowledge structure,mathematical concepts,examples and textual features are compared in micro dimension.Through comparison and analysis,the following conclusions are drawn:(1)in terms of content requirements,the contents of our curriculum requirements are more detailed.(2)in the chapter introduction,the style of the three countries is different;in the unit column,the American unit column is the most,the second is the PEP,and the last is the Japanese textbook;in the end of the chapter,the PEP is presented in the form of chart,the American textbook gives the review of the important concepts of this chapter and the corresponding exercises,and the Japanese textbooks have no final summary.(3)in the catalogue,the contents of the Japanese textbooks and the American textbooks are more than those of the PEP;in the knowledge point,the Japanese textbooks and the American textbooks are more knowledgeable than those of the PEP.(4)in the introduction of the concept,there are more ways of introducing theconcept of the PEP and American textbook;in the presentation of the concept,the three countries are mostly written in the way of words and mathematical symbols.The understanding of concept is different from that of Japanese textbooks and American textbooks.(5)in terms of examples,Japanese textbooks have the highest comprehensive difficulty,second of the PEP,and the last is the American textbook.(6)in the development of knowledge,the focus of the three countries is different;in the compilation of the mathematical culture,the PEP and the Japanese textbooks are more abundant;in the integration with other disciplines,the three countries are basically similar.Through the comparative analysis of the above,the following suggestions are provided for the compilation of "sequence" :(1)Appropriately increase the content of the sequence,pay attention to the integrity of knowledge and the link between high school mathematics and university mathematics.(2)Appropriate additional charts to strengthen the understanding of the concept of students.(3)Appropriate addition of unit columns to enrich students' mathematical activities.(4)Appropriately strengthen the integration with other disciplines.(5)Improve the structure of examples and appropriately increase the level of "analysis and inquiry".(6)optimize the introduction of the chapter,and to add the guidance of the method of this chapter.