Tracing To The Source And Clarifying:the Development And Characteristics Of The Mathematics Curriculum In Primary Schools During The Republic Of China

China's primary school mathematics education has a long history.From the "number" in Liuyi to the use of books such as "Nine Chapter Arithmetic" and "Calculation Enlightenment" in primary mathematics education,China has formed a unique elementary school mathematics curriculum.The primary school mathematics curriculum in the Republic of China was influenced by American pragmatism.The foreign pragmatism and China's practical philosophy of the world collided and merged,and the primary school mathematics curriculum with cultural integration was constructed,which presented a unique curriculum content system.At present,the curriculum reform in the new era faces challenges such as excessive knowledge of course content and disordered curriculum content.In order to make the new round of primary school mathematics curriculum reform go deeper and deeper,it is indispensable to systematically summarize the development process of the primary school mathematics curriculum content during the National Year of China.The comprehensive and systematic research and combing of the reform process from the two main lines of curriculum standards and textbooks can help to understand the historical inevitability of the reform of the content of mathematics curriculum in primary schools,explore the characteristics of the changes in the era of mathematics,and select the reform of the content of mathematics curriculum in primary schools in the new era.Provide theoretical and practical references with organizations.This paper revolves around three major questions: What changes and developments have been made in the content of mathematics curriculum in primary schools during the Republic of China?What are the characteristics of the evolution of the content of mathematics curriculum in primary schools during the Republic of China? What is the reference to the reform of the current primary school mathematics curriculum content in China at the theoretical and practical levels? Using the literature method,historical research method,and case study method,the development history of the mathematics curriculum content of the primary school in the Republic of China is divided into the change events of the social background,educational purposes,academic system and other major events and curriculum contents during the Republic of China.Focus on the period ofmemorization and operation(1912-1922),the initial geometry and application period(1922-1927),the expansion of statistics and book period(1927-1937),and the four fields of steady development(1937-1949)Period.Select the primary school mathematics curriculum standards and representative primary school mathematics textbooks promulgated and implemented at each stage,and explore the four aspects of the mathematics curriculum in the period of the Republic of China in terms of numbers and measurement,graphics and geometry,statistics and books,synthesis and practice.The curriculum standard knowledge system and knowledge volume and the development process of textbook layout and presentation,analyze the characteristics of the content transformation of primary school mathematics curriculum in the Republic of China,and explore the enlightenment of its development and evolution on the current content reform of primary school mathematics curriculum.The article is divided into the following five parts:First,the introduction.Explain the origin of the research,the purpose of the meaning,the related research summary and the definition of the concept.It also focuses on the specific educational historical events and academic reforms during the Republic of China,based on the development of mathematics curriculum in primary schools,and divides the period of the Republic of China into a period of attention to memorization and computing(1912-1922),initial geometry and application period(1922-1927).And expand the statistics and book period(1927-1937),four areas of steady development period(1937-1949)four periods.Second,the curriculum standards and textbooks of mathematics in primary schools in the Republic of China.The primary school mathematics curriculum standards promulgated and implemented in each period were compiled,and the primary and secondary mathematics textbooks compiled during the Republic of China were compiled in the order of publication time.The relevance and popularity of textbook writing and curriculum standards were selected.Representative textbook.Third,the evolution of the content of mathematics curriculum in primary schools in the Republic of China.From the perspective of the development of course content,based on the content knowledge field,knowledge block and knowledge unit of primary school mathematics curriculum,the paper analyzes the selection of course content(ie knowledge system and knowledge)in the eight primary school mathematics curriculum standards promulgated and implemented in each period.change.And explore the changes in the organization(ie,arrangement and presentation)of the curriculum content in the representative textbooks of each period,and clarify the path of the development and evolution of the mathematics curriculum in the primary schools from the overall perspective.Fourth,the characteristics of the transformation of the content of mathematics curriculum inprimary schools during the Republic of China.From the perspective of the knowledge system and knowledge of the curriculum content in the curriculum standards,and the arrangement and presentation of the curriculum content in the textbooks,the content of the mathematics curriculum of the primary school in the fourth period of the Republic of China was changed.From the whole to the special,the mathematics curriculum of the primary school in the Republic of China was analyzed.The development of the system has the following characteristics: the knowledge system is expanded from line to line,multi-directional,tends to be sound;traditional knowledge remains unchanged,modern knowledge is retained and retained;tightly spiraled;declarative to process evolution,textual explanation to graphic Combine evolution and so on.Fifth,the enlightenment of the content reform of the primary school mathematics curriculum.Based on the characteristics of the reform of the mathematics curriculum in the primary school in the Republic of China,rethinking the implementation and deepening of the current new curriculum reform,summarizing the enlightenment of the content reform of the primary school mathematics curriculum from the theoretical and practical aspects: the knowledge system should handle the one-dimensional and multi-dimensional relationship,pay attention to the integrity And systemic;the amount of knowledge should adjust the relationship between tradition and modernity,pay attention to inheritance and integration;the amount of knowledge should coordinate the relationship between change and invariance,pay attention to appropriateness and difference;the arrangement should grasp the straight line and spiral the relationship is focused on practicality and knowledge;the knowledge presentation should balance the relationship between declarative and deductive,pay attention to cognition and process;the assistant teaching assistant should deal with the relationship between life and mathematics,pay attention to diversity and situational;example exercises should be formulated with a relationship between problem and activity,focusing on operability and research.