A Comparative Study Of Chinese And Irish High School Mathematics Teaching Material

The basic elementary function is an important knowledge point of senior high school's education.It is the key to the cultivation of students' mathematics literacy;the scientific and rational design of the pedagogical content of basic elementary function in textbooks is the key determinant of a country's citizens' mathematical ability.Drawing on the useful experience of foreign teaching materials compiling is helpful to make the teaching materials compiling more scientific and rational in our country.Using literature research method and case study method and based on the difficulty model of knowledge points,this paper deeply researches the basic elementary functions of Chinese and Irish high schools' mathematics teaching material in order to explore the differences in breadth and depth of knowledge cognition requirements in the two countries,and explain the differences in content arrangement in knowledge structure,concept introduction and presentation,example and exercise arrangement and application of information technology in textbooks.Based on the current curriculum standards and textbooks of the two countries,the index function,logarithmic function,and trigonometric function were comprehensively analyzed in a case study method from the six dimensions of curriculum standards,including content framework,concept presentation,example design,exercise arrangement,and information technology application,and the general review of basic elementary function was given.The results reveal that: in terms of knowledge distribution,China is more concentrated,while Ireland is more dispersed.In the breadth and depth of knowledge,China has a large breadth of knowledge and requires more knowledge points at "getting to know" and "understanding" levels;Ireland's high depth of knowledge requires more knowledge points at "understanding" and "mastering" levels.In terms of structural framing,China has more teaching programs,but Irish has more exquisite main line of teaching.In terms of concept introduction and presentation,China has introduced slightly more concepts than Ireland;the presentation of concepts in both countries used the combination of graphics and text.In addition,the presentation of concepts in Ireland was mostly presented by written narratives,and China focused on the usage of mathematical symbols.In the arrangement of example questions and exercises,the number of examples in Chinese textbooks is more than that in Ireland,but the number of exercises is less than in Ireland.The example questions and exercises of Chinese textbook focused on students' synthesis ability development;Ireland focused on students' ability to analyze problems and reasoning.As for the level of information technology application,China used information technology more frequently than Ireland but its teaching outcome is not significant.The basic elementary functions in Chinese and Irish high school math teaching materials are basically similar.However,there are some differences in distribution of content,breadth and depth of knowledge points,structure and framework,presentation of concepts,and arrangement of sample exercises.It shows that the compilation of Chinese high school mathematics textbooks is scientific and has got its own characteristics.Compared with Ireland,the basic elementary function of high schools in China should reasonably increase the depth of knowledge points and the number and difficulty of exercises.