A Comparative Study On The Content Of The Series Of Mathematics Textbooks In Chinese And Australian High Schools

The Ordinary High School Mathematics Curriculum Standards(2017 Edition)has been revised,and the subsequent revision and preparation of the textbooks.In the transition period of the "new curriculum standard old textbook",comparing the textbooks of different countries is the focus and hotspot of current research.Through the comparison of teaching materials,not only can we find the advantages and disadvantages of Chinese textbooks to improve the preparation of textbooks,but also provide different teaching ideas and teaching materials for teachers' teaching.The main content of the textbook is usually divided into a knowledge point presentation module,an example module and an exercise module.In addition,textbook text,column design and illustrations are also the key content of the textbook comparison.This paper selects the Chinese high school mathematics teaching version A textbook(referred to as PEP(A))and the Australian VCE course materials,namely "General Mathematics Units 1 and 2"(referred to as GM1&2)and"Specialist Mathematics Units 1 and 2"(referred to as SM1&2)textbooks,taking the contents of the sequences as the research object,comparing the contents of the main body and the textual features of the textbook.Investigate what are the similarities and differences between the Chinese and Australian textbooks in terms of the knowledge structure and the arrangement order setting of the sequences content,the comprehensive difficulty of the examples,the comprehensive difficulty of the exercises,and the consistency of the comprehensive difficulty of the examples and exercises?What are the similarities and differences between the Chinese and Australian sequences content in terms of textual expressions,textbook column design and illustrations?In this paper,the literature analysis method is used to sort and summarize the literature,and the comparative study method and content analysis method are used to quantitatively and qualitatively analyze the textbooks of the two countries.The research shows that in the order of knowledge arrangement,the two countries have both followed the order of "sequences of number?arithmetic sequences?geometric sequences".With regard to theory and application,Chinese textbooks present "application of sequences? learning of sequences of knowledge points",and Australian textbooks present "application of sequences of knowledge points?application of sequences".In terms of knowledge structure,Australian textbooks have rich knowledge points and pay more attention to the connection between sequences and economic life.Although the formation path of textbook knowledge in both countries follows a gradual and progressive thinking,Chinese textbooks attach importance to the connection between sequences and functions,and Australian textbook attaches importance to the study of sequences of recursive relations.In the comparison of examples and exercises,from the perspective of the number of examples and exercises,the two textbooks in Australia are more than Chinese textbook.In terms of difficulty factors,the "knowledge content level" of the examples and exercises in the textbooks of the two countries are relatively low.In addition,the“situation level”of examples and exercises in China's textbooks is also low.Although the examples and exercises in the two countries'textbooks have good consistency,the examples of textbooks in China need to increase the economic life situation,improve the examples and better solve the exercises.In the comparison of the text feature,from the perspective of textual expression,the content of Chinese textbooks emphasizes the introduction of context,and the Australian textbooks focus on the translation of textual language into mathematical symbolic language.From the perspective of textbook column design,Chinese textbooks have the characteristics of discovery learning,choose learning content as needed,exercise diversity and chapter summary.Australian textbooks are guided by"learning goals" or "problems",presenting the "knowledge points?examples?exercises ?section summary''as the unit's cyclic monotonous route,and finally gives the characteristics of the detailed chapter summary.From the perspective of the textbook illustrations,China's textbooks are characterized by "multiple and rich",Australian textbooks are characterized by "less and concentrated",and more focus on calculator operation illustrations.Based on this,the following suggestions for the preparation of teaching materials and the enlightenment of teachers' classroom teaching are proposed:(1)Suggestions for the preparation of textbooks:Appropriately add some of the pre-university knowledge content;improve the connection between the content of the sequences and economic life;add illustrations of information technology operation steps.Appropriately supplement the mathematical symbol language.(2)Inspiration for classroom teaching:appropriate supplementary explanation of concepts;appropriate adjustment of teaching content;Arrange the drawing of knowledge concept map homework.Hope this study can be of reference for the textbook writers and help the sequences teaching for high school teachers.