A Comparative Study Of Probabilistic Content In Chinese And Australian High School Mathematics Textbooks

At the beginning of the 2020 new school year,the "6+1" set of new high school mathematics textbooks compiled based on the Ministry of Education's "General High School Mathematics Curriculum Standards(2017 Edition)" has been gradually put into use and teaching.The usage of new version of the textbook has arouse several topics:What are the characteristics of the compilation of the new textbooks,and several sets of new textbooks What are the similarities and differences,what are the characteristics of the new version of the textbook compared with other international textbooks.and how can the new version of the textbook be used to better implement the expected courses and achieve the curriculum goals?At the same time,the 21st century is an era of information explosion.The complex social environment and huge amount of information require citizens in the new era to have the ability to judge,choose and make decisions on information.Therefore.higher requirements are put forward for the "probability" curriculum in basic education.Focusing on the above-mentioned research topics,this study selected the "6+1" set of teaching materials from the People's Education Edition and the Hubei Education Edition as the representatives of the new textbooks,and selected the MM 1-4 textbooks in the Australian VCE curriculum as the representatives of the international textbooks.The content of the "probability" part of the textbook of the edition is comparatively studied.The main research methods used in this study include literature research method,content analysis method,comparative research method as well as statistical quantification.The problems to be solved are:(1)What are the similarities and differences in the arrangement order of the probability and statistics parts of the third edition textbooks?(2)What are the similarities and differences in the knowledge structure of the probability part of the three editions of the textbook?(3)What are the similarities and differences in the column settings of the probability section of the three editions of the textbook?(4)What are the similarities and differences in the presentation of the probability part of the three editions of the textbooks?(5)What are the similarities and differences in the introduction of the probability part of the three editions of the textbook?(6)What are the similarities and differences in the content breadth of the probability section of the three editions of the textbooks?(7)What are the similarities and differences in the content depth of the probability part of the three editions of the textbook?(8)What are the similarities and differences in the difficulty of the sample questions in the probability section of the three editions of the textbook?This research takes into account both the perspective of form and content,and adopts the method of combining qualitative analysis and quantitative analysis.First,it conducts a comparative study from the perspective of form,and presents the order of textbooks,the structural framework of probabilistic knowledge,the different categories of column settings,and the main text.Statistics on the distribution of forms,and summary and analysis from the comparison results of various dimensions;then in-depth analysis from the content perspective,followed by the introduction of concepts,the description of the breadth of knowledge of the textbook,the in-depth analysis of the course,and the evaluation of the difficulty of the sample questions.The evaluation results compare the similarities and differences and compilation characteristics of the three editions of the textbooks;finally,based on the above results and analysis,the following conclusions are obtained:(1)The lay out of the three editions of the textbooks is the same,and the order of some contents is different;(2)The knowledge structure of the VCE curriculum is the most complete;(3)The columns of the People's Education A version and the Ejiao Edition are rich in levels,focusing on expansion and supplementation;(4)The People's Education A version has various forms of knowledge presentation,followed by the Ejiao version;(5)The People's Education A version focuses on knowledge Inquiry and introduction,Ejiao and VCE courses are mostly introduced in combination with reality;(6)VCE textbooks have the highest curriculum breadth coefficient;(7)PEP A version and Ejiao version have higher curriculum depth coefficients than VCE courses;(8)Third edition textbooks The distribution of the difficulty factors of the sample questions is different.Based on the above research conclusions,the following suggestions are put forward for the compilation and revision of mathematics textbooks in my country:(1)Pay attention to the internal relevance of knowledge and follow the laws of students' cognition;(2)Improve the integrity of knowledge and strengthen the comprehensiveness of the textbook system;(3)Focus on knowledge Introduce the process to strengthen the rational depth of the textbook;(4)Actively explore the background of the problem and enrich the diversification of the situation.