Japanese Post-war Junior High School Mathematics Education And Development

Japanese mathematics education gained substantial development after the World War II, especially the development of primary and junior high school mathematics education occupies the important position , which has also certain influence on our national mathematics education and which is an important study lesson for the study of Japanese mathematics education .The paper discusses mainly on Japanese high school mathematics education reform and influence on our national mathematics education .The paper consists of the following several parts.Preface, it explains the basis that select elective courses in summary, current domestic and international research circumstance, the main standpoint of this thesis with design the way of thinking.Chapter 1, It simply looks back Japan the war the cause that mathematics education and development, which makes the necessary preparation for behind of the researchChapter 2, It says the basic idea of post- war Japanese mathematics education reform, with each one develops 《 mathematics study leading main theme 》 of the stage allowed, and simply analyzes characteristics and meaning of post- war Japanese high school education reform .Chapter 3, Japanese school study contents is certain according to 《 study the leading main theme 》 .In a century of post- war half, Japan will revise 《study guide main theme》 every the decade substantially. This is the theories according that course reform with weave to write the textbook .The mathematics study leading main theme is turned into the career six stages. Through six foundations of analysis of stage about Japanese foundation education mathematics course reform, it clarifies Japan face to 21 centuries' ages' characteristic that high school mathematics course reform, new course view and worth view.Chapter 4, through more analyzing of country senior high school mathematics syllabuses, it clarifies the system and the general index of the mathematics syllabuses, the concrete content of teaching, the difference and similarity the way of thinking orders of the course designs. There exists very big difference between the senior high school mathematics course construction in Japan and China, especially Japanese senior high schoolmathematics course makes the student have the spare lot of choice and certain vivid.Chapter 5, it clarifies study organization of mathematics education in Japan and China and compares the characters of mathematics education in two countries through both classroom teaching and curriculumdevelopment. Deserving what we draw lessons from is:1, Cultivate creative ability of students through mathematic activity 2, Establish mathematics foundation lesson and elective lesson in the senior high school mathematics course, and appropriately arrange the mathematics history contents related to high school mathematics, and notice permeate the humanities spirit in mathematics education;3, Pay more attention to the application of the modern education means such as computer in mathematics teaching, in order to promote mathematics study ability of students.Chapter 6, passing synopsis introduction of educational exchanges in mathematics in country histories and considering open mathematics and its teaching research homologous conclusion is summaried.Chapter 7, the mathematics course is the core of the whole mathematics education contents .In the last decade, international community are all trying their best to study and revise the mathematics course of primary and junior high school strongly, mathematics course the reformation has become one of the important lessons that are researched and developed by the world educational circles. At present the Japanese high school mathematics course reforms is full of ages characteristic and its national special features, which our national mathematics education may draw lessons from in mathematics manners cultivated, information technique and curricular integrated, mathematic humanities value shown and other aspects.