| The"two basics"teaching is a traditional feature of mathematics education in China. It is well known that the Chinese students show very strong mathematics basic knowledge and basic skills in some large-scale international tests and competitions. In contrast with this, there's little research on"two basics", especially from the perspective of theory.In order to explain the Chinese"two basics"theoretically, this study is mainly based on ACT-R theory (Anderson, 1993, 1996) which has been advertised as a "simple theory of learning and cognition". It proposes that complex cognition is composed of relatively simple knowledge units which are acquired according to relatively simple principles. Human cognition is complex but this complexity reflects complex composition of the basic elements and principles just as a computer can produce complex aggregate behavior from simple computing elements. The ACT-R perspective places a premium on the practice which is required to learn permanently the components of the desired competence. The ACT-R theory claims that to learn a complex competence each component of that competence must be mastered. So, it seems that the ACT-R theory has many educational perspectives in common with"two basics"mathematics teaching, such as emphasizing the role of practice and the automaticity of foundational skills, claiming that practice makes perfect and admitting the value of acceptant learning.This thesis starts from two directions: 1) to review on the main content of the ACT-R theory; 2) to review on the features of the"two basics"mathematics teaching. Then to combine these two directions to make some supposed research on the"two basics"mathematics teaching (such as practice helps to understand, practice makes perfect, the role of acceptant learning, typical examples and variation practice). At last, some useful suggestions on mathematics education will be provided on the base of the former analyses.
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