A Comparative Study Of Current Mathematics Standards In Primary And Secondary Schools In China And Korea

As a programmatic document which guides textbook compilation, mathematics teaching and learning evaluation, Mathematics curriculum standard intuitively reflects the national mathematics education level. And the international comparison of mathematics curriculum standards is also an important topic in the study of Mathematics. China and South Korea both belong to the East Asian region, and have their own characteristics in mathematics education. However, the comparative study on primary school mathematics curriculum standards between China and South Korea is particularly little. The main methods of paper which have been used are document research, compared research. The study introduces the historical evolution and development background of Chinese and South Korean Primary school mathematics curriculum standards briefly, and the thesis commences from four aspects, including the basic framework, curriculum purpose, curriculum content, curriculum suggestions, to compare the current primary school mathematics curriculum standards between China and South Korea. Conclusions are drawn as follows:The basic framework of the curriculum standard aspect, the two countries have a quite different system, which reflects the various design concept. By contrast, the frame structure of Chinese curriculum standard is more clearly, but the framework of Korean curriculum standard can reflect more global concept of Education.The curriculum purpose aspect, the two standards reflect the knowledge and skills, mathematical thinking, problem solving, emotional attitude and other aspects, but the style is different in expression. The Chinese curriculum purpose is stratified clearly and stated specificly, the South Korean purpose statement is more general, its language is relatively simple.The curriculum content aspect, The content fields of the two standards both include the number and algebra, graphics and geometry, statistics and probability. But there are obvious differences in study period division, field division, item design, Content presentation and other aspects. The South Korean field division is more specialized, its items correspond to the specific teaching content, while the Chinese is more conclusive, and set up an independent field called Comprehensive and practice.The Suggestions aspect, the two standards cover different contents, their structure and expression have own characteristics. By contrast, our suggestions are more clear with more guiding significances and enable the standard operability more powerful. By comparison, the primary school mathematics curriculum standards have similarities and differences in every aspect between China and South Korea. At the same time, research on these similarities and differences, has the following implications for perfecting our country’s primary school mathematics curriculum standard:emphasizing the inheritance and innovation, taking into account the age and nationality; perfect presentation, to strengthen the unity and coherence; enriching the contents of curriculum, optimizing the case guiding role; refining plate design to enhance the normative language of mathematics; co-ordinate the implementation of amendments to guarantee stability and gradual.