Comparative Study On Junior High School Mathematics Curriculum Of China And Korea

Since 1980s, the reformation of curriculum, especially in the fields of primary and middle schools, had begun in most countries. However, some theories are not successfully put into practice during the process of the new mathematic course reform. It is very important to enhance the global outlook and se the experience of other countries for reference. In the present thesis, the evolution of senior school mathematics curriculum between China and Korea were used as a background. After comparing the new curriculum reform, according to the compare in new course standard, content of mathematics course, assessment of Mathematics course between China and Korea, the author made some proposals for Chinese new curriculum reform.There are 5 chapters in the present thesis, which can be divided into three major parts.The first part contains three chapters (chapters 1-3). Chapter 1 describes the background and the purpose of research. The Multiple Intelligences and Constructivist are given as theoretical elements of this research (chapter 2).Chapter 3 presents the development of senior school mathematics curriculum between China and Korea.The second part (chapter 4) is the hardcore of the present thesis. This part can be divided into three sections. First of all, the standard of mathematic curriculum between China and Korea is compared in section 1. Secondly, the content of curriculum of two countries is compared in section 2. The assessment of curriculum was discussed in section 3. Finally, these comparisons provide references for our new curriculum reform.In the third part (chapter 5), the author put forward some suggestions for our new mathematic curriculum reform. First, the new standard of mathematic curriculum should be improved. Second, the new curricula practice should be combined with strengthening construction of teachers. Third, the flexible construction in textbook should be enhanced. Fourth, the mental textbook should be developed. Fifth, qualitative assessment should be combined with quantitative assessment. Sixth, portfolio assessment should be fully used.