摘要教科书编制的质量直接影响基础教育改革的成败，我国初中数学教科书与日本教科书相比仍存在不足，学会客观认识现阶段存在的问题，是我国数学课程继续发展的前提。本文以中日两国初中几何中的三角形为例进行比较，分析后发现，两国都很重视三角形内容的教学，教材均采用螺旋上升的编排方式，且两版教科书深度十分接近，但浙教版所含知识点更多，对三角形的探索也更为深入些。在知识引入方式上，东京版采用动手操作的形式，而浙教版采用生活情境引发思考；我国给出的有关全等三角形判定定理的证明过程更为详细，但东京版中三角形习题数量的设置远少于我国。最后,基于以上研究结果，进一步提出了如下建议，中国在教科书的编排中，可以减少一些不必要的概念知识，注重学生的身心发展规律，练习题的设置体现灵活性的原则，使中国教科书更加的科学与合理，教学内容与实际生活更紧密贴切。72144

Abstract The quality of textbook compilation directly affects the success of the Basic Education Reform。Comparing with Japanese textbook,there are still some shortcomings in Chinese junior high school mathematics textbook。Learn to recognize the existing problems objectively,is the premise to continue the development of mathematics curriculum in China。This paper takes the triangular geometry teaching as an example,and comparative analysis found that both countries attach great importance to the teaching of "triangle",the teaching materials all adopt the spiral ascending arrangement mode and the depth of the two editions is very close。However, the triangle knowledge in the textbook of Zhejiang is more than twice as much as that in the textbook of Tokyo。The textbook of Tokyo adopts hands-on form ,while the textbook of Zhejiang uses a method of thinking about using life situation in the introduction of knowledge。The proof of the triangle congruence theorem is more detailed in in the textbook of Zhejiang,and the number of triangle exercises in the textbook of Tokyo is far less than our country。Finally,it offers some suggestions as follows: China may reduce some unnecessary conceptual knowledge,pay attention to students' physical and mental development,and the setting of exercise questions reflects the principle of flexibility。 By this way,the writing of the Chinese textbook will be more scientific and reasonable, and the teaching content will be more closely with the real life。   

毕业论文关键词：浙教版; 东京版; 三角形; 全等; 教科书

Keyword:the textbook of Zhejiang; the textbook of Tokyo; triangle; congruent; the textbook

目  录

1、绪论 1

1。1 问题的提出 1

1。2 研究的目的及意义 1

2、中日初中数学“三角形”具体比较 2

2。1 编排内容的比较 2

2。2 相关知识点比较 3

2。2。1 “三角形”知识点数量比较 3

2。2。2 知识引入方式比较 6

2。2。3 全等三角形 6

2。2。4 习题数量比较 10

2。3 知识广度与知识深度比较 10

3、对我国教科书编写的启示 11

3。1 减少不必要的概念知识 11

3。2 编排应注重学生的身心发展规律 12

3。3 练习题的设置应体现灵活性原则