A Comparison Research Of The Chinese Elementary School Mathematics Teaching Syllabus In 1949～2000

Analyzing and summarizing the changing regulars of the Chinese elementary school mathematics teaching syllabus has great help for the revisions of the Curriculum Criterion, so the purpose of the thesis is that find out the changing regulars of the elementary school mathematics teaching syllabus after 1949 .A detailed introduction can be divided 3 questions: what are the changes of the teaching object in the elementary school mathematics teaching syllabus after 1949? What are the changes of the teaching content and proposition? What are the changes of the teaching suggestions?Because the thesis is a comparative research about history document, so it uses the documental and comparative methods in the course of researching about 7 formally imposed elementary school mathematics syllabuses. According to the structure of the syllabus, most syllabuses include teaching object and request, the fixing and arrangement of the teaching content, some points paid attention in the course of teaching, in order to reduce the repetition and have a clear comparative structure, the thesis compared with the teaching object, teaching content and proposition, teaching suggestion in lists. The teaching object is divided into 3 parts: knowledge and skill object, ability object, ideological education object. The teaching content and proposition are also compared in 3 parts according to the structure of the syllabus: the ways of the fixing teaching content, the arrangement of the teaching content, the concrete teaching content and proposition. The contents can be divided into 6 lines: the number and its calculation, measurement, geometry, statistics and bank book, the applications of the mathematics, the rudiment of the algebra; the teaching suggestions compared in 2 angles: the parts included in it and the concrete contents of the suggestion.Lastly, the research draws some conclusions:1,In the teaching object respect, the "knowledge and skill object" turn focus from fussy knowledge and mathematical operation to the most basic knowledge and having the ability of operation; the "ability object" changes to composed with the ability of operation, the space conception, ideation and the ability of resolving practical problems from concerning the ability of operation and logical ideation; The "ideology object" changes from concerning the contents to concerning the ways to come true, and emotional quality is also contained in the later syllabus, such as interests and confidence.2,In the teaching content and proposition respect, the cognition of number cycles are gradually decreased, a sum and steps of operation are gradually fell off, the knowledge of abacus is gradually cut down , the knowledge of estimate is gradually increasing; In the measurement respect, the proposition of syllabus is gradually reducing; in the geometrical figure respect, the types of the figure are gradually increasing, the syllabus improves its proposition; in the application of mathematics respect, the syllabus paid more and more attention to the connection with the real life, and adds practical activities into it, the difficulty of the exercises of mathematics application is gradually decreasing; in the Statistics and BK respect, the syllabus paid more and more attention to the ideas of statistics, and reduced the knowledge of drawing diagram and BK; in the rudiment of algebra respect, it has grown gradually from nothing.3,In the teaching suggestion respect, it have great changes in the basic knowledge teaching, the method and the evaluation of instruction.All the changes put forward some suggestions for the Curriculum Criterion: improving the system of the object of the curriculum, and carrying forward traditional forms of expression; adding teachers' professional requests, and bringing teachers into play their exemplary role; reforming the standard of the Curriculum evaluation.