A Comparative Study Of The Junior Middle School Mathematics Teaching Rational Numbers Content In Chinese And America

Curriculum materials are not only the concrete manifestation of curriculum objectives and teaching contents,but also the important content of school education.At the same time,they also restrict the activity mode of school education and affect the physical and mental development of students.Therefore,a comparative study of textbooks from different countries can provide a more comprehensive understanding of the difficulties and shortcomings of domestic textbooks.This article through to the junior middle school mathematics in China and the United States rational comparative study of the teaching content,from the macroscopic and microscopic two aspects,the characteristics of the teaching material from the background information,design goals,teaching material order,knowledge level,knowledge presentation,knowledge background,comprehensive difficulty case exercises this several aspects on a comparison of the contents of the rational number,in order to find out the similarities and differences between junior middle school mathematics teaching material between the two countries,and finally drawing the following conclusion:1.In terms of rational content,Chinese and American textbooks are similar in length,but American textbooks are more delicate in layout design;2.The chapter structure of American textbooks is more reasonable and the teaching content is more abundant than that of Chinese textbooks;3.In the arrangement order,the arrangement order of rational Numbers in American textbooks is more reasonable than that in Chinese textbooks;4.On the level of knowledge goal,Chinese teaching material's difficulty is higher than American teaching material's in the aspect of "mastering" knowledge,American teaching material's difficulty is higher than Chinese teaching material's in the aspect of "applying" knowledge;5.In terms of knowledge background,the three editions only cover two aspects of life background and mathematics background,and the proportion distribution is similar.However,there are more examples in American textbooks,so there are more types of examples in life background and mathematics background;6.In terms of knowledge presentation,there are differences between Chinese and American textbooks in terms of knowledge explanation,and there are big differences in the definition of rational number;7.In terms of the comprehensive difficulty of examples and exercises,there is little difference between "inquiry","background" and "inference".In terms of "calculation",the difficulty of the sample questions and exercises in American textbooks are higher,and the number of sample questions and exercises in American textbooks is much higher than that in Chinese textbooks.In terms of "knowledge content",exercises in Chinese textbooks are more difficult.Based on the research conclusions,the following strategies are proposed,in order to provide some help and reference for textbook writers and front-line mathematics teachers.1.Optimizing the connection of knowledge between primary and secondary schools helps students adapt to middle school mathematics learning more quickly;2.The concept of rational numbers are optimized to help students to learn rational numbers;3.Add pre-class preparation to guide students to study faster in class;4.Add knowledge review session to help students consolidate new knowledge and review old knowledge;5.Enrich the textbook knowledge background,make the textbook more close to life,more scientific;6.Enrich the number of exercises to help students practice and self-examination.