Comparative Study On The Requirement Of Mathematics Ability Of High School Students In Chinese And Japanese College Entrance Examination

As the foundation of basic subjects,mathematics is an important force to promote scientific research.Since the beginning of the 21 st century,China and Japan have carried out educational reforms to cultivate a new type of talent to adapt to the new era.China and Japan have similar education models,and Japan adopts a similar college entrance examination system to select talents.Therefore,Japan’s experience is more suitable for China’s education reality.In addition,Japan is recognized as one of the great powers in mathematics,and the experience and achievements of Japan can bring us a lot of enlightenment.By comparing the college entrance examination system of China and Japan,we can learn from each other and find a teaching method that conforms to our national conditions and can also improve our mathematical ability.By collating relevant literature on the comparison of mathematics education between China and Japan,collecting the questions of the college entrance examination in China and Japan,this paper compared and analyzed the requirements of students’ ability,as well as the changes before and after the college entrance examination reform and explored the influence of the college entrance examination on the cultivation of students’ ability.Through comparison,we found that China was committed to cultivating students with balanced and comprehensive development,while Japan tried to cultivate students with differentiation and specialization.In practice,China required high on the students’ comprehensive ability,while Japan required high on the students’ ability in single direction;in terms of examination content,China paid attention to basic education with a wide range of examination content,emphasizing students’ mastery of the overall scope,while Japan paid attention to professional education with a narrow range of examination content,emphasizing students’ in-depth research and understanding of specific knowledge;in terms of ability requirements,Chinahad high requirements on students’ ability of mathematical operation,intuitive imagination,mathematical abstraction and logical reasoning,while there were deficiencies in the ability of data analysis and mathematical modeling,mathematical application and innovation.Japan examined more mathematical operations,mathematical applications,mathematical modeling and innovative thinking,and less intuitive imagination,abstract thinking and logical thinking.The college entrance examination played a guiding role in the cultivation of students’ ability.For the better development of mathematics education,the cultivation of creative thinking is especially important.Combining with the actual situation of our country and the experience of Japanese mathematics education,the paper suggested that:firstly,we should develop high school mathematics textbooks that conform to students’ cognitive learning process,enrich students’ knowledge structure,and develop students’ creative consciousness;secondly,we should implement the student-centered classroom teaching method,encourage students to actively study and explore,improve students’ flexibility of thinking,and cultivate students’ practical and innovative ability;thirdly,we should implement stratified teaching,cultivate personalized students,and accumulate capacity for the cultivation of high-level talents;fourthly,we should integrate mathematics education with practical life;fifthly,we should implement selection and implementation of stratification,so that the students have more power to focus on the school,achieving the balanced cultivation of talents;finally,the test questions should be appropriately tilted towards application innovation.