A Comparative Study Of The Difficulty Of Mathematics Curriculum Between Chinese And British High School

Educational activities are a special kind of awareness activities.Curriculum is the medium and core content of educational activities.Curriculum difficulty is an important part of the curriculum.Therefore,to understand the curriculum better,we must better understand the difficulty of the curriculum.In this paper,after quantitative analysis of the curriculum time,course breadth,and curriculum depth of the high school mathematics courses in China and the United Kingdom,the difficulty of the high school mathematics courses in the two countries is calculated by using the quantitative model of the difficulty of the course.The difference is the conclusion that the difficulty of domestic high school mathematics courses is higher than that of the United Kingdom.It is found through research that although the British high school curriculum is more extensive,the overall difficulty of the curriculum is reduced because students have more time to study.This article mainly studies the comparison of Chinese and English high school mathematics courses.The author compares the knowledge involved in mathematics courses according to three modules of pure mathematics,statistics and mechanics.The research object is the domestic standard textbook of senior high school curriculum.Teach A version of mathematics textbook and British A-level course Pearson Group Ed thinking test math textbook.The author tries to use the contents of the Chinese and English high school mathematics curriculum as an entry point to explore the differences in the difficulty of the Chinese and English high school mathematics curriculum,and tries to analyze the reasons and provide some suggestions based on the characteristics of the Chinese high school mathematics curriculum.The main comparisons and introductions in this article are:1.A macro-level comparison of Chinese and British high school mathematics courses,such as the comparison of the academic system settings,curriculum arrangements,and evaluation systems of mathematics courses in the two countries.2.A macro-level comparison of the Chinese and British high school mathematics courses,that is,the comparison of the curriculum time,course depth,course breadth,and difficulty of the high school mathematics courses in specific knowledge modules between the two countries.3.By comparing the high school mathematics courses in China and Britain,what suggestions can be provided for China's curriculum reform.