A Comparative Study Of The Contents Of "Plural" In Chinese And Japanese High School Mathematics Courses

The international exchange of education is the trend of the times.The mathematics education exchanges and comparative study in various countries have become an important part of mathematics teaching from the international perspective.The 2017 edition of mathematics curriculum standards for ordinary high schools has been issued,and the new round of curriculum reform in China was comprehensively carried out from point to blood.Therefore,it is necessary and feasible to draw on the successful examination of relevant mathematics courses at home and abroad.There is a long history of exchanges between Chinese and Japanese mathematical research and teaching.Japan is at the forefront of mathematical education research in the world,and also in Asia.To study the problems related to mathematics education in China and Japan is of great value and practical significance for the reform of mathematics education in China from a high starting point.The research is based on our country taught A version taking 2-2 and Mathematical ? and Mathematical ? which are published by Japan s number of research corporation using literature analysis,comparative research,and statistical analysis.The high school mathematics curriculum between China and Japan,the plural "content" to carry out the research,that is,from the national curriculum standards and Japanese guidance essentials,teaching material setting and presentation,layout structure,sample presentation,exercises the quantitative aspects of a comparative study.It is found that the curriculum standards of both countries are undergoing corresponding reforms.In China,the curriculum standards have a low requirement on the content of complex Numbers,involving a wide range of content.In terms of the content of textbooks,the columns of Chinese textbooks are more abundant and enlightening,while the columns of Japanese textbooks are simple and more informative.In terms of knowledge objectives,China' s knowledge objectives have low requirements,and most of them are at the level understanding,while Japan' s knowledge objectives have high requirements,and almost all of them are at the level of understanding and application.In the study of examples,Japan attaches importance to the application of knowledge and China attaches importance to the memorization and basic operations of complex Numbers.In terms of the quantitative research of exercises,the contents of Japanese textbooks cover a wide range,and the number of exercises is much higher than that of China.Based on the factors of difficulty,it can be seen that the difficulty level of Japanese exercises is higher than that of China.It is found that the teaching materials of the two countries have their own characteristics.The contents of our teaching materials are simple and less covered.Japanese high school mathematics textbooks cover a wide range of complex Numbers,with more emphasis on the application of complex Numbers which are closely connected with other knowledge points,simple column setting,less inspiring.Therefore,it is suggested that Chinese high school mathematics should enrich the content of complex Numbers,increase the introduction of relevant knowledge of the necessity of the generation of complex Numbers,strengthen the study of the applicability of complex Numbers,select examples to enrich the background and application of examples,enrich the knowledge points of exercises,and enhance the connection between complex Numbers and other disciplines.