It is not difficult to find out by comparing the high school mathematics textbooks in China and Japan (of course, textbooks are only one of the presentation methods required by the curriculum standards).

First, from the content setting: the latter has more contents in algebra and plane geometry, such as polynomial, limit, application of function and calculus, Seva theorem and Menelaus theorem; There are few contents in analytic geometry, such as ellipse, hyperbola and parabola.

Second, from the difficulty of teaching materials: the latter digs into most of the contents involved. After learning the basic knowledge, in the application process, solutions to various common problems are usually given. However, our textbooks usually introduce the basic knowledge and do not classify the application of knowledge. At this time, teachers need to summarize and improve according to teaching needs.

Third, from the perspective of knowledge processing, the different parts of the two processing methods are very different. For example, the geometry part, which pays attention to application and downplays reasoning proof. For example, plane geometry and solid geometry mainly calculate area and volume, including included angle and distance, and do not emphasize reasoning proof, so they can't see the proof requirements of spatial line-plane relationship. Of course, our textbooks are gradually diluting geometric proofs, but they still retain certain proportions and requirements. I feel the same way during the actual class in Japanese schools.