A Comparative Study Of The Problem Context Of Functions In Chinese And English High School Mathematics Textbook

In modern society,the creation of situation has become ever-changing.Problem situation is not only the key link between the mathematical world and the real world,but also an important way to cultivate the core quality of mathematics,and an important form of presenting mathematics knowledge in mathematics textbooks.This study takes the situation of functional content problems between the 2019 Edition of Chinese Education for People and the A-Level edition of British CIE A-Level textbooks as the research object.After sorting out relevant literature,comparative research method and content analysis method are used to conduct A comparative study.At the same time,by means of the classification standard of problem situation type and the framework of problem situation feature level division,this paper compares and analyzes the proportion and feature level of problem situation type in Chinese and English textbooks,and draws the research results,so as to put forward some suggestions for the compilation of function content in the textbook of human education edition.By comparing the situation of functional content problem in textbooks of the two countries,this study finds that:Firstly,Chinese and English textbooks have something in common in the setting of problem situation types,that is,the overall distribution is the same,but the proportion of different types is different.Britain pays more attention to the creation of public knowledge situation and scientific situation,while China is more inclined to the setting of personal life situation and public knowledge situation.Secondly,in terms of the feature level dimension of the function problem situation,the mathematical feature level of the problem situation in the British textbook is higher than that in the Chinese textbook,which indicates that the British textbook puts forward higher requirements for the learning of the function content in the aspect of mathematical operation.In the context dimension of functional problem situation,the UK is more prominent in the combination of text narration such as story plot and nontext narration such as chart,while China attaches more importance to the level of "text narration of story plot".On the task characteristic dimension of functional problems,British textbooks pay more attention to the problem situation creation at the level of "problem inquiry",while Chinese textbooks pay more attention to the level of "concept understanding".Thirdly,due to the difference in curriculum reform idea and curriculum structure,knowledge arrangement order of textbooks in the two countries is also different,which leads to differences in the type distribution of problem situations and the characteristic levels of each dimension of problem situations.British textbooks emphasize the applicability of knowledge,while Chinese textbooks pay more attention to the understanding of mathematical concepts.Based on the above conclusions,this study puts forward the following three suggestions for the setting of problem situations in textbooks: First,in terms of the types of problem situations,textbooks should appropriately enrich the types of problem situations.Increasing the diversity of situations can make the range of problem situations set wider and the situations presented can be diversified.Secondly,textbooks should also appropriately increase the proportion of other problem situations except no situation,and diversified situation backgrounds can be set in teaching,which is also conducive to the cultivation of students’ ability to extract information,establish mathematical models and mathematical inquiry.Finally,in terms of the feature level of problem situation,the compilation of textbooks should appropriately improve the level of context feature and task feature.In the compilation of textbooks,text narration,text narration and diagram combined problem situation can be added,and more problems at the level of "problem solving" and "problem exploration" can be created.