Study On The GX Experiment In The View Of The Mathematics Education Philosophy

The GX experiment is the abbreviation of "the junior middle school mathematics educational reform experiment that improves classroom efficiency", ("G", "X" is respectively for phrases of "highly effective" in Pinyin "Gao Xiao"). The GX experiment is put forward, organized and implemented by original southwest Normal University Professor Chen Zhongmu & Song Naiqing in 1992. It is an educational reform experiment which aims at reducing the burden of the teachers and students and promoting the students' quality through improving the teaching effectiveness of mathematics classroom. The GX experiment is not merely the improvement and the innovation of teaching method, but also the comprehensive educational reform experiment of the curriculum teaching material, teaching methods and educational thought. This kind of comprehensive educational experiment involves such aspects as mathematics view, mathematics education values, mathematics teaching view, mathematics teaching material compilation idea.Discipline education experiment born in native China and in the field of basic education, behind success of which contains a deep and rich understanding of mathematics education thought. To some degree, the GX experiment reflects China's mathematics education in the new period of self-exploration process. To study the educational philosophy of the GX experiment, it will help us standing on the degree of theoretical thinking, focusing on the requirements of social progress and development of the times to mathematics education, deepening the understanding of the value and mission on mathematics education. This is not only a positive exploration for the theory construction of mathematics education with Chinese characteristics, but also a useful inspiration for the mathematics curriculum reform. From this perspective, this study has more direct pertinence and obvious feature. The philosophy of mathematics education in our country is actively exploring and developing, so there is no generally accepted and recognized paradigm. On the basis of the comprehensive survey of existed research, this paper mainly analyze and interpret GX experiments on the mathematical views, mathematics education values, the learning view, the teaching view and the practice view etc. This paper has included 7 chapters.Chapter 1, introduction; this part mainly explains the background, content and relative research of the GX experiment and generalizes the significance, content, thought and method of this research.Chapter 2, the GX experiment's mathematics view; in the mathematics view, it always has this kind of argument on realism and formalism, apriorism and empiricism. GX experiment put forward such point as "to dilute the form, to focus on the essence" from the point view of mathematical characteristics as educational mission. These views reflected the metaphor of GX experiment in mathematics view: in the mathematics' relationship between form and content, it is hold that the form should not be divorced from the content, the form should service the content, the form should be diluted properly, but should not be removed; in the subjectivity and the objectivity of mathematics, the objective contents of mathematical objects should be highlighted, the abstract level of mathematical object should be emphasized, dealing with the knowledge of mathematics dynamically should be concerned, the subjective understanding of mathematics knowledge should be advocated; in the knowledge character of mathematics, the relativity of mathematical truth and the relative objective independence of mathematical knowledge should be emphasized, the intrinsic link of mathematical knowledge should be focused on, and it is hold that understanding of mathematics is a constant process of criticism and improvement.Chapter 3, the mathematics educational values of GX experiment; in the mathematics educational values, various mathematicians, mathematics educators, teachers of first-line have different understanding because of their different stands and concepts. These different views and opinions reflect people's different views of mathematics education values. It is hold in the GX experiment that mathematics education, as a subject of education, is the important part of education, and the final purpose is "educating people". So, from the perspective of values, it is hold in the GX experiment that the mathematics education should face to the public, base on the quality education; focus on ability training, target of educating people; improve the quality, keep balance between fairness and efficiency; emphasize the common development and progress of students and teachers.Chapter 4, the learning view of GX experiment; in the learning view, it is emphasized in the GX experiment that we should help students to regulate its mathematic learning process with the good study strategy. The learning strategies of the GX experiment include the presentation strategy of the whole relation, the cognitive strategies of "learning by practice" and the regulative strategy of strengthened motivation. One of the GX experiment's remarkable characteristics is efficient which means good effect and high efficiency. The meaning of "the whole relation" is to unify the knowledge, thus to play a greater role in understanding and dealing with problem. The meaning of "learning by practice" is to start from practice rather than concept. The meaning of "strengthened motivation" is to achieve dialectical unity of intrinsic motivation and extrinsic motivation, capabilities and enthusiasm.Chapter 5, the teaching view of GX experiment; (1) From the perspective of mathematics teaching and learning process, GX experiment follows the process of cognition from perceptual knowledge to rational knowledge and emphasizes "do first say later", which accords with the principle that the mathematical understanding occurs. The purpose of "do first" is to paving the way for understanding form of students and emphasize the empirical feature of mathematical understanding, as well as to realize and enrich the individual experience. (2) From the perspective of the characteristics of mathematics teaching understanding, GX experiment emphasizes the structural characteristics of the mathematical knowledge and the leading role of theory. GX experiments also advocates "the cooperation of the teachers and students" so as to mobilize the enthusiasm of both teachers and students, which can fully reflect the guiding role of teachers and the dominant position of students. In GX experiment, the positive progress is encouraged, both consolidate and advance must be united, which not only requires a certain degree of strength and speed but also need to solve the problem through the cycle. (3) From the perspective of the way of mathematics teaching understanding, GX experiments emphasize that the key to the cognition lines in understanding. The mutual-promotion of diluting form and emphasizing essence aims at promoting understanding. Coming straight to the point will help to save time and improve the teaching effectiveness of class. At the same time, GX experiment greatly emphasizes the principle of practice which discoveries and solves problems in practice so as to provide an opportunity to resolve the main contradiction.Chapter 6, the view of practice of GX experiment; The GX experiment approximately includes three stages: the First Stage, the stage of explorativeexperiment(1982——1991); the Second Stage, the stage of generalization anddevelopment (1992——1995); the Third Stage, the stage of popularization andapplication(1996——2000). This experiment has been expanded from initial six classesin Chongqing to almost 100 classes in approximate 10 provinces. This experiment took some modes, such as from points to surfaces, stepwise advance, integrating experiment and generalization. The GX experiment reflects unified fact and value, unified regularity and activity, unified whole and part. Chapter 7, the research's conclusion and enlightenment; According to the above research, this paper analysis the GX experiment from various views, such as mathematics of educational experiment, mathematical activity, mathematical curriculum development and so on. (1) From the view of mathematics of educational experiment, the GX experiment discovers the teaching structure, which can improve the mathematical classroom efficiency in junior middle school. Meanwhile, it tightly combines the educational theory and mathematical subject characteristics. It reveals the scientific attitude and practical spirit of subject's educational experiment. It promotes re-understanding to the scientific of educational experiment. It provides one way to the cross-cultural study of mathematical education. (2) From the view of quality-oriented education, the GX experiment grasps the key, which claims burden reduction and promotion of educational quality. It accelerates the students' all-round development. It properly handles the relationship between the quality-oriented education and exam-oriented education. It develops an earthy and effective way of quality-oriented education. (3) From the view of mathematical activity, the GX experiment is presided and led by mathematician. It has a research team with some merits, such as reasonable structure and full of vigor. It emphasizes that the thinking activity is the key of mathematical teaching activities. (4) From the view of curriculum development in mathematics, the curriculum content selection follows syllabus and flexible handling. The curriculum organization emphasizes structural system and statement forms. The curriculum implementation embodies teaching democracy.Finally, the paper generalizes the enlightenment of the GX experiment. (1) The enlightenment of mathematical educational experiment. Experiment should have new idea which should accord with teaching rules and our national conditions. Experiment should easily understand and operate. The compiling of experimental teaching material is the key. Experiment should availably solve practical problems and promptly reflection. (2) The enlightenment of mathematics curriculum reform. The reform should emancipate the mind and keep forging ahead activity. It should have problem consciousness and directly face the realistic problem. It should experience a long-term accumulation. The concept, thinking and scheme of the mathematics curriculum reform are the result of long-term practical experience and theoretical thinking. We should be good at applying the philosophic methodology.