A Comparative Study Of The "Integer" Part Of Chinese And Korean Elementary School Mathematics Textbooks

As an important medium of teaching and learning as well as basic clue of learning activities,textbook plays an irreplaceable role in classroom teaching.To some extent,the quality of textbook compilation determines the quality of teaching.Some advances have been made in the development of Chinese textbook since the new curriculum reform,however,there are still some limitations.As a developed country,South Korea has made a remarkable achievement in primary school mathematical education.Therefore,the thesis selects “integer”,the first concept learned by elementary school students,in Chinese PEP edition primary school mathematics textbook and Korean national finalized edition as research objects to make a comparative analysis.,so as some valuable recommendations for the completion and usage of Chinese mathematics textbook for primary schools can be put forward.The methods of literature review,comparison and content analysis are used in this research to make comparative analysis on the curriculum standard,writing method,content setting,example content and example illustration of the “integer”in the two editions of textbook.The main conclusions can be drawn as follow:Both editions are guided by curriculum standards;the fundamental unit of both are teaching unit;both of them have rich and colorful columns.PEP edition pays more attention to practice,while the Korea national finalized edition gives more importance on guiding students' activities and exploration.The knowledge topics of both versions are basically the same,however,when comes to the content rendering both of them have their own characteristic.In general,the Korea national finalized textbook is more detailed with more exercises.There is a certain tendency of urbanization in the examples of these two textbooks,while the selection of urban or rural topics in the Korea national finalized textbook is more balanced;The examples in these two versions are both focus on guiding students to cooperate and communicate as well as cultivating students' ability to solve problems in multiple ways,but the methods are different;both versions pay attention to the use of illustration,in which Korea national finalized textbooks have more illustrations which are more reasonable in layout,size and color.Based on the above comparative studies,the following recommendations are given:Textbook compilation: add interesting columns and reduce exercises;give more attention to cultivating students ' abilities;reduce the number of units appropriately;properly increase the proportion of examples questions with rural situational tendency;lay emphasis on the usage of diversified methods to guide student communicate and cooperate;increase the number of examples that have three or four problem-solving methods;increase the number of illustrations,especially these can highlight the characteristics of Chinese textbook compilation,such as illustrations with historical materials;attach importance to the reasonable distribution of illustrations in the textbooks for all grades;illustration typography should be clearer and cleaner.Textbook usage: classroom activities should focus on games,operations,dialogue and exploration;the presentation of concepts and laws should pay attention to "various forms,deepening understanding";examples and exercises should stress on balance and collocation.