A Comparative Study Of Probability And Statistics Content In Chinese And British High School Mathematics Textbooks

With the implementation of the new curriculum standard,new textbooks and new college entrance examination,the new stage of teaching reform is being promoted in an orderly way.Textbook is an important medium which carries the reform of new curriculum reform idea and the progress of teaching and learning way.With the development of the times,questions like whether there is a gap between Chinese textbooks and foreign textbooks and what kind of the gap is have always been the topics that teachers and mathematics education researchers focus on.What's more,the center of the innovation of the new textbook is probability and statistics.Therefore,the author made a comparative study of the probability statistics content in Su Education edition and HODDER edition.The author uses the literature method,content analysis and comparative research method to conduct the research,which is based on the domestic and foreign scholars on the teaching of probability and statistics knowledge and understanding of cognitive,statistical literacy.The whole study is on the basis of the comprehensive difficulty model established by Wang Jianpan and Bao Jiansheng(2014)from the curriculum standard,macro contrast,onlookers contrast,accomplishment evaluation four aspects to obtain.From the perspective of both qualitative and quantitative analysis,this paper establishes a four-dimension comparative research framework of Chinese and English high school mathematics textbooks.On this basis,the following four questions can be solved:1.What are the differences and similarities between probability and statistics in the curriculum standards in Chinese and British high schools?2.From the macro level,what are the differences and similarities between probability and statistics content in Chinese and British high school mathematics textbooks?3.From the micro level,what are the differences and similarities of probability and statistics content in Chinese and British high school mathematics textbooks?4.What are the similarities and differences between the examples of probability and statistics in Chinese and British high school mathematics textbooks in terms of the literacy level of the examples?Finally,the author draws the following conclusions.On the whole,the two sets of textbooks are complete,systematic and thoughtful.Both of them are suitable for students' probability and statistics learning and conducive to students' lifelong learning service,and able to cultivate students' interest in mathematics learning,rational thinking and practical spirit.The corresponding curriculum standards of the two sets of textbooks have introduced the requirements of the curriculum in detail according to their own ideas.The Chinese curriculum standards are more complete and systematic,while the HODDER version is more specific and detailed with strong operability.Macroscopically,the textbooks of Su Education edition are more closely combined with the new development of education and teaching in the new era and the new media,and the common links of textbooks are more abundant.Microscopically,the textbooks published by HODDER are more colorful and vivid,with better unity of learning,teaching and examination,while the textbooks published by Su Education were more logical,more mathematical and more abundant.In terms of literacy evaluation,data analysis literacy levels presented by all example exercises in Su Education edition and HODDER edition are basically the same,and so was the probability part.In the statistical part,the situation and operation of the two dimensions,the Soviet textbook has a slight advantage.Based on the above analysis,the author puts forward the following four suggestions:(1)The situation should be better integrated with the math and be better applied in the daily teaching.Students should not only feel the charm of the real world,but also feel the beauty of the mathematical world.(2)The compilation of exercises should be designed with more efforts,and constantly bring forth the new,strengthen the unity of learning,teaching and examination,so as to better enable middle school teachers and students to "reduce the burden".(3)Pay attention to and strengthen the development and cultivation of students' practical spirit and innovation ability.Abundant class hours and energy should be saved to focus on the new content of the textbooks,thus laying a foundation for the development of students' practical ability and innovation ability.(4)The summative assessment in curriculum standards should be more specific,clear and point-to-point.In this way,test assessment can be clearly presented to students and teachers,written in textbooks and curriculum standards,and burden reduction can be better implemented.