A Comparative Study Of The Textbooks Of The Jiangsu Education Edition And The IBDP Mathematics Curriculum For General High Schools

The issue of education is the foundation of a country.With the deepening of international exchanges,the issue of education has become increasingly global.Since the Third International Mathematics and Science Study(TIMSS),the comparative study of curriculums and textbooks has become a hotspot in international education research.Two editons of textbook,Chinese high school mathematics textbook published by Phoenix Education Publishing in June in 2012(SEP textbook)and "Mathematics for the international student Mathematics HL(Core)"(third edition)published by Haese Mathematics in 2012(IBHM textbook),are selected as objects for the comparative study of textbooks.The proposed problems are as follows:What are the similarities and differences between the calculus part of the two editions of the textbook in terms of layout and content structure?What are the similarities and differences between the calculus part of the two editions of the textbook in the knowledge presentation and the difficulty of the examples and exercises?How teachers use textbooks in the actual class?By means of literature,investigation,case analysis and comparison,two editions of textbook are compared in terms of arrangement,content structure,knowledge presentation and difficulty of examples and exercises.Among them,the difficulty of the examples and exercises is measured by the evaluation model of composite difficulty of mathematical problems established by BAO Jiansheng in 2002.In addition,questionnaire survey was carried out to find out the use and evaluation of the textbooks among teachers.The findings are as follows:The arrangement of exercises with prominent level in the Chinese textbook fully respects learners' individual differences while the IB textbook focuses on the cognitive development and inquiry ability of learners.The Chinese textbook is much simpler and easier than the IB textbook in terms of content structure.In aspect of knowledge presentation,the IB textbook shows the essence of Differential more comprehensively.As for the difficulty of the examples and exercises,the Chinese textbook turns out to be more difficult than the IB textbook in examples while the conclusion is reverse when it comes to exercises.The two editions of textbooks both pay attention to problem-driven,mathematical culture and interdisciplinary in the process of knowledge presentation.The difficulty of examples and exercises in the two editions share the feature of difficulty in computing,weak inquiry,and lack of background.In this regard,we give the following suggestions for the compilation of domestic mathematical textbooks:(1)Enrich the connotation of Differential and strengthen the core ideas of Calculus;(2)Increase the amount of exercises and improve the structure of exercises;(3)Change the structure of problems and integrate technology into these sections;(4)Update the teaching meterials timely,improve the quality of exercises,and enhance the operability and readability of the investigation section.The following suggestions are given for the compilation of the textbooks for IBDP:(1)Reduce the difficulty of Differential;(2)Integrate the types of exercises to reflect the structure of knowledge with multilayer.At the same time,the following problems are proposed to be solved:(1)How to position Calculus in middle school teaching?(2)How to pay attention to the consistency of the theoretical value with practical value of textbooks in the study of teaching materials?...