A Comparative Study On Senior High School Mathematics Textbooks Between China’s Mainland And Hong Kong China

Mathematics textbook is a direct reflection of the quality and level of national education development,and an important text for teaching courses,spreading knowledge and carrying teaching ideas.As a special administrative region of China,Hong Kong is influenced by both traditional culture and international vision.Its basic education has achieved remarkable results.Since 1995,Hong Kong students have achieved excellent results in TIMSS and Pisa tests.Therefore,the study of the similarities and differences in mathematics textbooks between China’s mainland and Hong Kong China,through the exchange and collision,has important reference value and role for the compilation of mathematics textbooks and the development of mathematics education in the two places.Based on the curriculum guidance documents of the two places,this study takes the current senior high school mathematics textbooks of the two places-"Mathematics A(2019)" published by the people’s education press of the mainland and "new century mathematics(second press)2014" published by Oxford of Hong Kong as the research objects.In the four fields of set and logic,number and algebra,graphics and geometry,statistics and probability,this paper makes a comparative study from the four dimensions of content distribution,breadth and depth,presentation mode and mathematical culture.Combining qualitative research with quantitative research,this paper first makes statistics on the content distribution of chapters,sections and pages of the two editions of textbooks.Then the number of knowledge points and their presentation methods of the two editions of textbooks are counted,and the breadth and depth of the content are calculated by using the model method,and then the key knowledge is selected for case analysis.Secondly,it compares the writing style and column setting of the two from the whole textbook,chapter and section.Thirdly,it compares the mathematical culture in the two editions of textbooks from five dimensions: content distribution,subject classification,column setting,application form and expression.Finally,based on SPSS statistical test,qualitative analysis.The main conclusions are as follows: 1.Content distribution: the content distribution trend of the two editions of teaching books can be described as "big mixed,small concentrated",that is,four areas are distributed in each book,but the chapters belonging to the same field in one book are arranged in sequence.2.Content breadth: the relative breadth of the whole content of PEP is larger than that of Oxford.3.Content depth:the relative depth of the whole content of PEP is greater than that of Oxford,PEP is "broad and deep",Oxford is "narrow and shallow".4.Presentation mode: PEP pays attention to example analysis function,problem chain driven teaching,emphasizes mathematics core literacy,advocates information technology to improve extracurricular skills,and highlights logical thinking and carding ability.Oxford Edition emphasizes the function of example demonstration,makes good use of counter example teaching,highlights the value of mathematics application,uses information technology to assist classroom teaching,and infiltrates comparative thinking and inductive ability.5.Mathematics culture: the total amount of mathematics culture in Oxford Edition is far more than that in PEP edition.The distribution trend of the two editions of mathematical culture in the subject classification and column setting is similar.The overall application level of mathematics culture of PEP is higher than that of Oxford Edition.The expressions of mathematical culture in the two editions are similar,and they are mainly written.The two editions of textbooks have their own distinctive features.People’s Education Press: 1.Pay attention to the cultivation of students’ reading and writing ability.2.Pay attention to the integration of mathematics history.3.Pay attention to the cultivation of students’ inquiry and modeling ability.Oxford Edition: 1.Detachable volume,easy to use flexible textbooks.2.Give consideration to differences and take care of students’ different learning needs.3.Develop self-monitoring ability and cultivate lifelong learning consciousness.4.Pay attention to application and infiltrate stem education thought.5.Pay attention to the role of counterexamples and induction in teaching.Based on the research conclusions,the paper puts forward the following suggestions: 1.Optimize the convenience of self-study of textbooks and infiltrate the concept of lifelong learning.2.Strengthen the systematic design of textbooks and pay attention to the connection of learning periods.3.Flexible curriculum,flexible use of textbooks.4.Highlight the diversity and pertinence of column setting,and give consideration to students’ differences.5.Pay attention to the social value and humanistic value of mathematics textbooks.6.Strengthen national education and broaden international vision.