A Comparative Study On The Content Of "Figure And Geometry" In Elementary School Mathematics Textbooks Of China And Japan ——Take The Humanistic Edition And The Tokyo Edition As An Example

As the core teaching materials in the teaching process,textbooks affect the quality of class and teaching effect,and play a guiding role in clarifying the learning content of students.Systematic study and comparison of a specific field in textbooks have always been the focus of scholars.Ministry of Education teaching material bureau is mentioned in working point 2021,want to hold to promote teaching material management level comprehensively,try to create sell education to return essence,make knowledge is in perfect combination with each other,the teaching material that penetrates good spirit and character,offer strong support for the comprehensive development that promotes to receive pedagogic,construction education powerful country.Mathematics plays a very important role in primary school education.Laying a good foundation of mathematics and having mathematical literacy can prepare you for many subjects in the future.Learning the knowledge of "graphics and geometry" is not only to complete the teaching content of primary school mathematics,but also to lay a foundation for students to better understand the concept of space,build mathematical models and develop thinking ability.The study of "graphics and geometry" in primary school mathematics textbooks,the analysis of its content and characteristics and the innovation of existing teaching ideas can provide more teaching ideas for the development of different activities in primary school mathematics classroom,and then lay a foundation for the training of high-quality talents in the society.This study is mainly a comparative study of the knowledge content in the field of"figure and geometry" in elementary school mathematics textbooks of China and Japan.First,select the "compulsory education mathematics curriculum standard"（2011）and Japan the elementary school mathematics instructors（mathematics）"（2017）as the research of the benchmark,through text analysis,comparative analysis of the two countries on the basic concepts of mathematics curriculum,the curriculum goal,curriculum content,in-depth analysis of the curriculum standard of the two countries,To summarize the similarities and differences in core concepts,value orientation,focus points and structure distribution of mathematics curriculum standards in the two countries.Secondly,the content arrangement of "figure and geometry" in mathematics textbooks in China and Japan is further explored.Through the comparative analysis,it is found that the compilation style of the two editions is progressive and the presentation style is different.As front-line teachers,they can integrate teaching resources of disciplines to cultivate students’ divergent thinking and add characteristic practice courses to establish students’ spatial concept.Finally,using the mathematical model is difficult,for the two editions of "graphics and geometric" in this field analyze the difficulty of the class,first of all,from the time quantity,the assignment of quantitative course breadth and depth of the three aspects,and then calculate the difficulty of the class,found two edition to the difficulty of the textbook content and learning period of high and low,In the field of "graphics and geometry",four major gaps are obvious,so as to provide theoretical basis for enriching the curriculum content of textbooks,and to seek optimization methods in the differences.Knowledge logical framework can be constructed in teaching to guide autonomous participation.Based on the analysis of the difficulty of the course content,the spiraling teaching method is adopted according to the students’ phased learning ability,which can enable students to master knowledge step by step and improve their ability,thus reducing the difficulty for students to accept new knowledge.Combining the teaching method of the actual situation to improve the students’ application ability.Based on the differences and characteristics of the curriculum standards and the curriculum objectives,arrangement methods and content difficulty of the two editions of textbooks,this study summarizes the similarities and differences between the two versions,so as to provide theoretical basis for enriching the curriculum content of textbooks and get some enlightenment for improving teaching methods.It is hoped that through this research,front-line primary school mathematics teachers can have a deeper understanding of the concept and requirements of curriculum standards,and comprehensively interpret the contents of textbooks,so as to provide effective methods to enrich classroom teaching,optimize curriculum structure,and improve students’ divergent thinking and problem-solving ability.