Theoretical And Empirical Research On The Promotion Of Junior High School Mathematics Curriculum Structure Reform By Educational Mathematic

Since Zhang Jingzhong proposed the concept of educational mathematics in the 1980 s,after more than 40 years of continuous theoretical research and practical exploration,educational mathematics has developed into a dynamic and widely influential emerging discipline.In the face of the development trend of modern mathematics and the challenges of the digital and intelligent era,it is essential to reconstruct the mathematical curriculum system,reduce the difficulty of knowledge,make mathematics easy to learn,understand,and apply,while inspiring intelligence and cultivating mathematical conceptual thinking.This is the fundamental task of educational mathematics research,which will determine whether our basic mathematics courses can adapt to the changes of the times,promote the reform of basic mathematics education,and alleviate the burden of students.The basic concepts of educational mathematics have been recognized by many mathematics education researchers.The practice of educational mathematics has gained rich practical experience and achievements from exploration research to expansion and development and then to promotion and dissemination.However,there is a lack of an overall theoretical framework and practical standards for curriculum reform and practical research.Researchers and mathematics teacher groups lack sufficient understanding and profound grasp of the core ideas and curriculum design schemes of educational mathematics curriculum reform,and there is a lack of clear goals and directions in teaching practice.Therefore,this paper focuses on constructing the theoretical framework and practical standards of educational mathematics curriculum,examines the experience and achievements of educational mathematics in promoting the structuring of junior high school mathematics curriculum from a theoretical and empirical perspective,and explores the direction,methods,and prospects of the development of educational mathematics curriculum and teaching practice.Specifically,this paper focuses on the following research questions:(1)What are the goals,basic concepts,research methods,and research status of educational mathematics?(2)How does the scientific and rational design of educational mathematics structured courses reflect in junior high school mathematics?(3)What are the structural features,integration methods,pedagogical foundations,and conditions for learning and teaching of educational mathematics curriculum?(4)What is the effectiveness of the structured course design of educational mathematics in rural secondary schools?(5)What are the achievements and experiences of 40 years of innovative teaching practice in educational mathematics and their promoting role in the continuous development of educational mathematics practice?(6)How to establish effective practical standards for educational mathematics to ensure the high-quality implementation of structured courses?The research method paradigm adopted in this study belongs to theoretical speculation +empirical research.Theoretical speculation mainly starts from the basic concepts of educational mathematics,demonstrates the scientific and practical nature of the curriculum design of educational mathematics,and constructs the curriculum theory and practical standards of educational mathematics.Empirical research explores the rules,summarizes the experience,conducts qualitative analysis,and demonstrates the pedagogical and feasibility of educational mathematics curriculum design from the teaching practices in rural secondary schools and the 40 years of educational mathematics practices.Among them,literature review is a fundamental and important research method that runs through the whole process of this paper.This study has the following practical value and theoretical significance for the development of educational mathematics:(1)systematic analysis of the development process of educational mathematics curriculum design and curriculum schemes,which is conducive to teachers’ better understanding of the connotation and goals of educational mathematics’ proposed junior high school mathematics curriculum reform plan from a structured perspective,grasping the context and trend of educational mathematics curriculum development,and thinking about the design and implementation of educational mathematics curriculum from a holistic perspective;(2)developing the curriculum theory of educational mathematics,establishing the practice of educational mathematics on this theoretical basis,and ensuring the scientific and feasible nature of educational mathematics practice;(3)using Chengdu Qingbaijiang Xiangfu Middle School as a case study to investigate the complete three-year teaching practices in rural secondary schools,providing samples and references for the second round of practices and other schools’ teaching practices,which is helpful for the promotion and application of educational mathematics practice achievements in a wider range;(4)establishing practical standards for educational mathematics curriculum,which can provide specific and operable guidance for the innovation of educational mathematics teaching practices in the promotion and dissemination stage,thus ensuring the implementation quality of structured courses of educational mathematics;(5)comprehensively summarizing the practical experience and achievements of educational mathematics in the past 40 years,which helps more teachers understand the practical achievements of educational mathematics,promotes the spread and promotion of educational mathematics practice in a wider range,and improves the sustainable development and replicability of educational mathematics practice.The innovation of this paper lies in solving the contradictions between the scientific and educational nature of educational mathematics structured course design through theoretical and empirical research,as well as between rationality and practicality,innovativeness and operability,feasibility and promotability.