A Comparison And Interview Research Of The Mathematics Teaching Syllabus For Junior Middle School

Mathematics teaching syllabus is a programmatic document which guides mathematics teaching constituted by the State education departments. Since 1949, the State has promulgated twelve versions of mathematics teaching syllabus for junior middle school. Every syllabus is a teaching guide for junior middle school mathematics teaching during this period, and it reflects people's basic understanding for the junior middle school mathematics teaching at that time.Analyzing the evolution of mathematics teaching syllabus for junior middle school since 1949, and discerning the advantages and disadvantages,is the necessary step to lay the foundation for the feasible system of mathematics teaching syllabus. It not only helps to sort out the development context of Chinese middle school mathematics education from the perspective of courses, recognizes the nature of mathematics teaching in China,but also surveys Chinese mathematics curriculum development process from the unique perspective, so that it can give us some historical experience and provide reference for today's mathematics curriculum standard.Followed the sequence of historical development, this paper analyzes the development of every mathematics teaching syllabus for junior middle school from 1949, compares the similarities and differences in the education notion, teaching objectives, teaching content, and obtains the change of the mathematics teaching syllabus, then discusses the iheritance and change of mathematics teaching syllabus for junior middle school from 1949.For confirming correctness and acceptability of comparative study, and providing theoretical support ,the paper designs the interview in practice,and visits the experts and scholars for the issues such as the characteristic and tradition of mathematics teaching syllabus for junior middle school,the efficiency of teaching syllabuses, the advantages and disadvantages of the mathematics teaching syllabuses, the characteristic which Chinese mathematics teaching should be inherited,and how to reform the curriculum. Based on the opinion of experts and scholars, the paper obtains the conclusion about the iheritance and change of mathematics teaching syllabus for junior middle school,and proposes three ideas about traditional of Chinese mathematics teaching:goals focusing on teaching students comprehensive training, teaching content highlighting the logic of mathematical knowledge system,teaching content order of the presentation basing on the development of mathematical science. The paper also proposes three observations on the compiling of mathematics curriculum standard:the mathematics curriculum standard development properly handling the relationship between inheritance and development , outstanding mathematical logic system; and learning the compiled spirit from the early 1960's syllabus and textbook earnestly.