A Comparative Study Of Mathematics Curriculum Standards In Middle School Primary School

The Holland mathematics education quality enjoys the high reputation in Europe, but the system study of Holland’s primary school mathematics curriculum is rare. A combination of their own reality, learn from the experience of other countries, is conducive to the curriculum reform in the right direction. Therefore, a comparative study on Chinese and Holland’s primary school mathematics curriculum standards has the theoretical value and practical meaning.Based on the background of Chinese and Holland’s elementary education curriculum reform, choose Chinese least Mathematics curriculum standards of compulsory education stage in2011and Holland2003curriculum standard as the object of comparative study, mainly using literature method, comparative method and content analysis method, study from the curriculum development process, curriculum framework, the basic idea, course objectives, content standards and so on. The comparison of course target from two aspects of the general and specific goals for comparative analysis, content standards compliance structure of our country from the number and algebra, Space and geometry, probability and statistics, comprehensive and practice in four areas. After comparing the study has the following differences:On the course of development of mathematics, with the unified national curriculum standard of our country, from the curriculum standard (Syllabus) has60years of history, there is no uniform curriculum standards before1993in Holland, the development is brief.On the structure, the curriculum has compact structure and clear hierarchical design; the two objectives have different writing system; division on the stages of stud exist obvious differences.On the basic concept of curriculum, the two objectives both outstanding the foundation and development mathematics curriculum; reflect the subject position of students; common concern of course content of life; pay attention to the use of modern information technology in Mathematics Education; focus on learning evaluation is different; The main of new technologies have erroneous tendency. On curriculum objectives, the objective dimension is basically the same; Holland has a clear focus on emotional attitude, but our country emphasizes four aspects of both.On the content of the curriculum, all attach great importance to the cultivation of students’number sense, the concept of space and comprehensive application ability; the field is divided into different; Chinese more broad than Holland on the intellectual breadth, the depth is basically the same.By comparison, author put forward the following suggestions for the further improving and revision of our curriculum:Adhere to the intellectual coherence, characteristics of the target level obviously; adhere to the "four basic", attention to emphasize the training of mathematical ability; increase interdisciplinary links between target content, strengthen discipline; appropriate to streamline the implementation of the recommendations, to the curriculum for a more flexible space; pay attention to practice in the knowledge, strengthening comprehensive and practical fields of study.