A Comparative Study Of Problem Situations In Chinese And English High School Mathematics Textbooks

At present,Chinese students generally perform better than students of the same age in western countries in large international math tests such as TIMSS and PISA.Therefore,Bao Jiansheng made an empirical study by comparing the comprehensive difficulty of Chinese and English math courses,that is,there are significant differences between Eastern and Western math courses.In addition to the content,difficulty,breadth and depth of the mathematics course,we should also pay attention to the specific teaching materials that carry the course content.The mathematical examples in teaching materials are the important link of the mathematics course,the implemented mathematics course and the acquired mathematics course.However,mathematical examples cannot be separated from the situation of mathematical problems.Therefore,the research on the situation of mathematical examples in the teaching materials can help us to understand the differences between different mathematics courses in a deeper way,thus contributing to the improvement of teaching efficiency and the level of textbook compilation.With content of probability and statistics as an example,this study selected compulsory and selective required three which were pressed by the Chinese peoples education Press,And A-level Probability&Statistics1 which was pressed by Britain Cambridge University Press as the sample materials,Selecting the students at the middle school in all four parallel in changsha for micro teaching experiment object,in order to study the "Chinese-British differences in high school mathematics teaching material sample problem situation",in particular,studied the four problems:(1)Differences in the types of problem situations of probability and statistics content examples in Chinese and English high school mathematics textbooks;(2)the difference of problem situation level between Chinese and English high school mathematics textbook examples;(3)Reasons for the difference in problem situation between Chinese and English high school mathematics textbook examples and teaching enlightenment;(4)What problem situation is beneficial to students to learn of probability and statistics?Study of quantitative analysis and the teaching experiment;get the following main research conclusions:First,teaching materials of both Chinese and English are pay attention to the real situation of problem situation but both are less prone to create professional situation and preference for creating problem situation related to the students' daily life,for scientific context the textbook examples are presented to a certain extent.In addition,the problem context of Chinese textbook examples prefers the creation of social situation,while the problem context of British textbook examples pays more attention to individual situation.Secondly,in terms of the problem situation level,the mathematical characteristics of the examples in British textbooks are higher than those in Chinese textbooks.In terms of contextual characteristics,both of them are dominated by narrative representation of story plots.In terms of task characteristics,both China and Britain attach more importance to the two levels of "conceptual understanding" and "problem solving",while Chinese textbooks attach more importance to the high level of "problem inquiry" than British textbooks.Third,the different overall arrangement of probability and statistics sections,the different educational concepts and the different traditional cultures in both China and England make the problem situations of sample questions in high school mathematics textbooks in China and England different to a certain extent.These differences suggest that the Chinese textbooks should properly enrich the vocational context and pay attention to the scientific context;In the process of teaching,teachers should not only use "living situation",but also "live" situation,requiring students to "calculate" and "understand".The learning of students and the teaching of teachers should maintain the cultural context of China.Fourth,the teaching of different problem situations can promote the generation of students' knowledge,but the effects of different problem situations are different.For probability and statistics content,social context is the most efficient,professional context is the second,personal context is the third,and scientific context is the least effective.In addition,the promotion effect of occupational situation has the trend of polarization.