A Comparison Research Of The Geometry Content Offered In Senior Middle School Mathematics Curriculum Standards And Mathematics Teaching Syllabus

Compared with the content in Mathematics Teaching Syllabus, the geometry section in Senior Middle School Mathematics Curriculum Standards has changed a lot in content structure, difficulty and requirements. All of these offer a great challenge to the teachers' understanding of the Standards.The thesis mainly makes a comparison between the Standards and the Syllabusabout the geometry content from the following three aspects--the differences intheir structure; the differences in their requirements and the changes in the degree of their difficulty.For the study, two methods of qualitative analysis and quantitative approach have been employed. The former is applied to analyze the differences or changes in structure and requirements in the geometry section between the Standards and the syllabus and further make an analysis of the new features in the Standards. Then it can be easily discerned that the Standards lay more stress on its fundamentality and selectiveness in the structure arrangement of geometry content. While in the aspect of content requirements, it emphasizes more on mathematical modeling, offers more contents about the developing process of knowledge, enlarges the field of geometry study, emphasizes more on geometrical illustration, and reduces the requirements of operational skills. The latter, the quantitative approach is applied to compare the changes in difficulty of the geometrical content in the Standards and the Syllabus, and then makes a math model of knowledge difficulty. Based on such a quantitative comparison between the Standards and the Syllabus, the Standards lower the difficulty of solid geometry by reducing the periods arrangement and knowledge points. However, the Standards increase the difficulty of solid geometry by adding more knowledge points and meanwhile cutting down the period arrangements. In addition, it raises the difficulty of plane vector by increasing the knowledge points though retaining the same period arrangements.All the changes require the senior math teachers to remold their educational notion, to change their teaching mold, to improve their ability to grasp the new courseand to accumulate their experience.