A Comparative Study Of Mathematics Curriculum Standards In Middle School

At present, there are few researches about mathematics curriculum standard comparison of China and Canada, which combines with the characteristics of elementary school students. In order to draw lessons from other national mathematics curriculum standard of beneficial ingredients, this paper mainly adopts literature method, comparative research method, do a comparative research on the current mathematics curriculum standards between the two countries. First, make a state of the history and characteristics of the two countries in the development of mathematics curriculum, provides historical background for the research. Then compare the basic framework structure, the basic idea, the course objectives, the content standards and the evaluation suggestions of elementary schools’mathematics curriculum standard between the two countries. And on the basis of the comparison, considering concrete national conditions of our country’s mathematics education, reflect on the elementary school mathematics curriculum standard in our country, get some inspiration. In order to provide reference for the mathematics curriculum reform in our country.In the course of basic framework structure, there is a big difference in the title expression and content arrangement between the two countries. Comparatively speaking, the whole frame structure of China is more complete and clear than Ontario.In the course of basic concepts, there are some similarities between the two countries. They both emphasize the procedural objectives in mathematics learning. It gears to the needs of all students, focus on personality development. But the degree of information fusion technology in the course content is different, In Ontario, they pay more attention to be based on multivariate culture and show the features of national.In the course objectives, both countries attach importance to problem solving and are close to the student life, but they have different dimensions of design. It highlights the expectations of the differences between the two countries. The targets of clues is different, it reflects the conflict between specification and elastic. China emphasizes on mathematical thinking and develops the students’ abstract thinking.In the aspect of content standards, both countries cover number and algebra, graphics and geometric, statistics and probability the three fields. But they appear in a different way, Chinese standard than the Ontario more involved content in the field of integrated with practice.In the aspect of evaluations and suggestions, both countries attach great importance to the evaluation main body and combine with multiple evaluation methods. But evaluation content is more detailed and specific in Ontario, it pays more attention to students’ academic achievement evaluation result feedback effects.The comparative study indicates that we should develop education responsibility main body and play a role of family education. We should keep a close contact each plate, and promote the comprehensive learning across the plate. We may improve the curriculum implementation measures and security curriculum standard implementation. Also, we must strengthen the evaluation of operability and optimize the curriculum evaluation system.