| The methods of documental and comparative research are used in this thesis. Compared with the object of curriculum ,curriculum content and arrangement, the requirement of curriculum implement of the Middle school Mathematics Teaching Syllabus in 1949—2000 , the thesis reveals the changes and development of the Middle school Mathematics Teaching Syllabus for 50 years, and finds out some regulars of changes and development.At the beginning of the research, the development of mathematics curriculum in 50 years of China is divided into five period: 1949-1957; 1958-1965; 1966-1976; 1977-1985; 1986-2000.Secondly, the thesis selects six syllabus as research subjects: Mathematics Teaching Syllabus in 1952; Mathematics Teaching Syllabus in 1963; Mathematics Teaching Syllabus in 1978; Mathematics Teaching Syllabus in 1986; Mathematics Teaching Syllabus in 1988; Mathematics Teaching Syllabus in 1996. Thirdly, the six subjects are compared further from the object of curriculum, curriculum content and arrangement, the requirement of curriculum implement. Lastly, the research draws some conclusion:1. The object system of middle school mathematics curriculum develops from general object to the combination of general object and concrete object, and has found a more perfect objective system, which can take macroscopic and microcosmic effects.2. The object of middle school mathematics curriculum develops from including knowledge object and skill object to including knowledge object, skill object, ability object, thought object and individual character object etc. The meanings of knowledge, skill, ability, individual character are enriching gradually.3. Conception of education turns from "emphasizing society" to the combination of "emphasizing society" and "emphasizing person", from "Mathematics for several people "to "Mathematics for all".4. The selection of curriculum contents turns from neglecting the need of student to emphasizing the combination of mathematical knowledge, social demands and student's development. Curriculum contents turn from over-emphasizing intellectual value of mathematical education to emphasizing the combination of intellectual and applied value of mathematical education.5. The range of knowledge in syllabus is widening gradually, teaching contents modernize gradually and combines with practice than ever. The knowledge contents expend from only including algebra, geometry and trigonometry to including many very practical knowledge in Syllabus of 1996, such as probability and statistics, calculus, logic algebra, vector, etc.6. The requirement of traditional knowledge such as algebra, geometry and trigonometry has some reduction, but the most basic mathematical knowledge keeps at a relatively constant level. The cut contents are complex and useless knowledge, on the contrary, the contents that have been requiring are most basic mathematical knowledges in middle school , such as integral expression, fraction, equation, function, permute, combination, binomial theorem, number sequence, limit, triangle, quadrangle, circle, polyhedron, trigonometric function, conic, polar coordinates , parametric equation, etc.7. Curriculum arrangement develops toward synthesis, the combination of unity and elasticity.8. The requirement of curriculum implement turns from over emphasizing teaching to concerning learning, and makes clear the relationship between teaching and learning.
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