Research On The Development Of Middle School Mathematics Curriculum In The Republic Of China

Dewey said: "History carries the past,and the past is the history of the present ".Since the implementation of new curriculum reform,many of the issues raised had appeared in the previous curriculum reform.But for the reason of less deeper study of the mathematics curriculum theory and insufficient research about the curriculum about the curriculum history,we usually unclear about the problem we faced and be easy to fall into the cycle.Therefore,study the curriculum history in the Republic of China and understand mathematics education during this period,it will give us more opportunities to experience and understand all kinds of the education reform ideas in such an important era which have produced by the Republic of educators,educational researchers and teachers and the reasons why these ideas can't have a bright future reason.Then,taking history as a mirror,to provide some research perspective in solving some problems of new curriculum reform left over by history.The topic of this research is "Research on the development of middle school mathematics curriculum in the Republic of China”,This topic is divided into two sub problems: How is the development course of middle school mathematics curriculum in the Republic of China? What characteristics of the development of mathematics curriculum in the Republic of China and What Enlightenment it can give us? The answer to the two questions is the conclusions of this study.This research mainly uses historical research method,literature method,comparative method,content analysis method and so on to carry on the research to this topic.In this study,it takes the evolution of educational system,mathematics curriculum standards,textbooks as clues and divided the middle school mathematics curriculum of the Republic of China into three stages and six periods,and Systematically combed the evolution of middle school mathematics curriculum,and combined with case studies and literature analyzes the implementation status of middle school mathematics curriculum,details are as follows: the first stage(1912-1922),the middle school implemented four year educational system and also known as “ four year middle school period”.During this period,it revised the educational system and remakes the curriculum of the late Qing Dynasty and write series of mathematics textbook adapt to the new needs of the bourgeois republic.But for lack of formal document about the mathematics curriculum content,teaching mainly follows the textbooks and the teaching methods initially mainly are injection.The second stage(1923-1928),the middle school implemented six year educational system,because the syllabus issued,it also called “the syllabus period”.During this period,By the impact of Europe and the United States education ideological trend,especially for the influence of the American,junior middle school use mixed teaching and writes the mixed mathematics textbook;senior middle imitated American comprehensive school system,and set up arts and science subcommittee.And for the teaching methods,some a variety of western teaching methods have been introduced into China,especially Dalton laboratory plan impact greatest.The third stage(1929-1949),middle school continues to implement the six year educational system,because the formal curriculum standard issued,it also called “the curriculum standard period”.In this period,the mathematics curriculum improving gradually and the curriculum standard also experienced the process of formulation,revision and improvement.Therefore,it also can be divided into four period:(1)the interim curriculum standard period(1929-1931).At the beginning of 1929,Nanjing national government ministry of education has released,"provisional course standard" of the basic and upper secondary school,Secondary education canceled the arts,science subcommittee,stipulated by the original secondary school education and employment training goal,The training goal of the original provisions of ordinary high school education and employment into account,instead of the main entrance to the single purpose of cultivation,mathematics curriculum content has also made a corresponding adjustment.(2)Formal curriculum standard period(1932-1935).In 1932,the primary and secondary school curriculum and equipment standards compilation committee organized by the Ministry of Education compile Committee brings together the views of all parties to amend "provisional course standard" promulgated in 1929,"the formal curriculum standard" In the early and senior middle school was promulgated,the credit system was canceled and Elective subjects were also canceled in high school,increasing language,component count science,history and geography and other subjects.(3)the Revised curriculum standard period(1936-1940).In 1936,the ministry of education according to reflecting over the "excessive number of total teaching hours","high school mathematics heavy useless",and "32 standard" has been amended.The regulation,starting from the second grade high school,mathematics is divided into A,B two groups;the course content of Group A is the same as the original curriculum standard,while Group B is lower than the original standard.(4)the re-modified curriculum standard period(1941-1949).In 1941,According to "to meet the need of the founding of the Anti-Japanese War",which was proposed at the third national education conference,the Ministry of Education revised curriculum standard in all the subjects,reducing teaching time,adjusting the content and Mathematics blended teaching in junior high school was canceled.In 1948,the Ministry of Education again the curriculum standards revised again,but for the reason of new China liberating soon,it didn't implement and thus take it into the period of the revised curriculum standard period.During this period,China began to explore the localization of mathematics course,the problems existing in the process of imitating for the previous period for reflection,and constantly sum up experience.In the curriculum implementation,it focus on scientific educational quiz to diagnosis teaching and learning and promote the national curriculum into school based,that schools can make learning content and arrange the learning process according to the curriculum standards.Based on the combing of developing process in the Republic of China,summarized the characteristics of mathematics curriculum development from four aspects:(1)After 30 years revision and improvement,the middle school mathematics curriculum objectives system develop the initial “total objectives” to a combination of“ learning segment objectives” and “course objectives t”;the statement of contentexperienced from macro to medium and then to micro;the description of the content is also gradually enrichment,starting with a focus on mathematics curriculum of single function,to gradually attaches great importance to the mathematics curriculum of instrumental role,as well as other subjects learning in mathematics curriculum of the most important function of ideal,attitude and habit;the value orientation is changed from “Social standard” to “Knowledge standard” and “Student standard”.(2)the proportion of junior middle school mathematics curriculum experienced the process of “drop? increase? drop” and the senior middle school experienced the process of “increase?drop? increase? drop”.The content and arrangements gradually stabilization,the curriculum hour and the proportion is still in exploring and perfecting in advance.(3)For the content of middle school mathematics,the scope of knowledge is expanding and the knowledge unit increased from less to more.The selectivity in the curriculum standard level through the "gender elective" ? "Sub-division elective" ? "no elective" ? "layered elective" ? "Sub-division elective" ? "non-elective" changes.In the textbook level has experienced "Multiple Versions" to "One Standard,Multiple" process;in this process of arrangement way,the macro has experienced the "division" ? "hybrid" + "division" ? "division" changes,micro experienced write mode system and process of gradual improvement.(4)For the implementation of middle school mathematics,it concerned the “knowledge target” as well as the “ability target” and the “effective target”,and it refer to the cultivation of the hands-on and autonomous exploration ability in aspects of standard and teaching and evaluation.For the teaching methods,it changed from single to Multiple,and concerned to the effect of the habit and interest and dream in the development of students.It focus on the national curriculum to school based and some area can adjust the content and setting of curriculum.In evaluation,it improving by test,especially the rise of standard educational tests had ever accelerated the development of evaluation and be benefit to diagnosis the teachers teaching and students learning.Based on the above research,throughout the contemporary middle school mathematics curriculum development,the following enlightenment are obtained(1)for the middle school mathematics curriculum objectives,its density of mathematics curriculum objectives should be moderate,not too much or too little;the development of mathematics curriculum objectives should be set up appropriate elastic.(2)for the setting of middle school mathematics curriculum,the adjustment of curriculum content need to have basis,the changes of the subjects should be in the practice of adjustment,should not be added or deleted too fast.The adjustment of mathematics curriculum structure should grasp the relationship between simplification and diversification,a modest increase in the flexibility of curriculum.(3)for the curriculum content,"core knowledge" should be developed with the change of mathematics and the times;The selection should be under the guidance of curriculum standard/teaching syllabus and advocate the individualization of the style of textbook compilation;(4)for the implementation of middle school mathematics curriculum,it should concerned the factors of students' cognitive development level,teaching experiment,and teachers quality and also it should concern the diagnosis function of standard educational test so as to improve the formation of scientific evaluation.Based on the study of middle school mathematics curriculum in the Republic of China,also throughout the contemporary middle school mathematics curriculum development,the following experience and reflections are obtained: Firstly,it should deal well with dialectical unity relationship between internationalization and localization,stability and development,integration of the Polyclinic and uniformity and selectivity.Secondly,it should set up curriculum and teaching oriented awareness of developing students' mathematical core literacy;Thirdly,it should implement the guidance of the mathematics curriculum standard to the teaching practice.Fourthly,it should clear the meaning and expression of the mathematics curriculum objective in order to play its leading role in the mathematics curriculum.Keywords: in the Republic of China Period;middle school mathematics curriculum.