An Investigation On The High School Students' Identity Status About New Mathematics Curriculum

Students should be the key of education and all should be done for their development. They are the principal part of the course as the final performers and bears in course performance. These points are given after New Curriculum Reform centered on Diathesis Education by our nation in 2001. It's highly necessary for the new Course Experiment of Mathematics, which is one part of Basic Education Curriculum Reform, to pay close attention to students'identity about new curriculum. This study, which is based on the background of new curriculum and by of questionnaire surveys and case studies ,refers to the identity about New Mathematics Curriculum of the high school students in Chang Chun city, Jin Lin province.There are seven mathematics aspects in this text: Course Value, Course Objective, Course Offering, Teaching Materials, Teachers'Teaching, Evaluation Method and Curriculum Resources. They are the different dimensions to analyze the students'identity about new curriculum. So we can explore the students'Identity status about New Mathematics Curriculum.During the research, the author finds that the students in high schools have great identity about New Mathematics Curriculum, in which the students in key schools are better than those in regular schools, the boys are better than the girls and the students in grade three are better than those in grade two. Meanwhile, the more the identity they have, the strongly the initiation they have. But teachers and curriculum resources have main effects on the students'identity, while Evaluation Method is definitive.Therefore, teachers should respect the textbooks and shouldn't change the orders, even add language points freely. In order to improve students further identity about New Mathematics Curriculum of the high school students, teachers should exploit the connotation and denotation about"reading and thinking"in textbooks deeply, reform the evaluation mechanism and put developmental evaluation into practice. Thus we can improve the high school students'identity about New Mathematics Curriculum and realize the value of New Mathematics Curriculum really.