An Investigation On The Implementation Of The Core Concept Of Mathematics Curriculum Standards In Compulsory Education

On December 28,2011, The ministry of education issued the Mathematics course standard of full-time compulsory education (experiment draft) formally.The new stand puts forward ’ten core concepts’ that adapt to the students’development and Improve the students’ mathematics accomplishment,and it states clearly for the connotation of every core concept,at the same time,it put forwards the relevant suggestions of these cultivation of the ability.This study investigates the current state that teachers’awareness and application about’ten core concepts’,and carries out a research into teaching practice based on ability progressions of ’ten core concepts’,from the improving the ability to master and use’ten core concepts’in the teaching process.Comparing the Mathematics course standard of full-time compulsory education (experiment draft) and the Mathematics course standard of full-time compulsory education (2011 Edition),the author divides the ten core concepts into three categories:the retained part(mathematics sense,applying awareness, reasoning ability,space concept),the changing part(Symbol sense,the concept of data analysis),the new additional part(the geometric intuition,the consciousness of innovation,the computing power,the mathematical model thinking).During the research,firstly,by reading literature and reference scholars’understand of ’ten core concepts’,the author puts forward the viewpoints for the connotation, the value of education and the training strategy of ten core concepts.Next,understanding,comparing and summarizing the awareness to three classes core concepts during the beginning teacher and experience teacher by questionnaire. Furthermore, taking the form of interview as a supplement to the questionnaire,making further investigation on the application degrees of concepts by the beginning teacher and experience teacher,and whether two kinds teachers permeate the training thought of concerned concepts and correlation ability in the instructional design.Via the investigation and analysis, most of the first-line teachers can realize the importance and necessity of ten core concepts’,and in the actual teaching,they put the teaching requirements of improving the students’ literacy into the training requirement of the relevant ability,and they agree that every ability’s forming process is changing with the ability’s level from low to high.specifically:Firstly,whether the understanding of the overall and understanding of the connotation,or the adjustment of the teaching and related capabilities,the experience teachers’level is higher than the beginning teacher.But on this basis,two kinds of the teachers are better at percolating andholding retained concepts and changing concepts,they all are weak at new additional concepts.Secondly, although teachers have not got a comprehensive understanding about’ten core concepts’,the study can still found that,two kinds of the teachers can paying attention to cultivation of relevant ability in practical teaching.Especially in the problem solving teaching,,two kinds of the teachers both can give their own thoughts on relevant learning ability training and provide guidance to students.Also,the experience teachers have a more comprehensive view,and can be more methodically about the cultivation of ability and training objectives,and can give more unambiguous and specific foundation of ability training.On the basis of the above analysis and research, the author carries out the advanced teaching practice research which based on the related ability of’the core concept’. The author chose ’the geometric intuition’ and ’the computing power’ for studying the relevant ability of advanced teaching practice. In this study, firstly based on relevant expositions of expert, we divide the ability of the advanced level. Then, using the case analysis and use some teaching suggestions based on ability progressions’ levels to make teaching interference on selected students. After a period of practice found that the effect of teaching intervention is obvious,The implementation of the strategy is effective,so the level of" the ability progressions exist rationality,relevant teaching suggestions are feasible.In conclusion,the ’ten core concepts’ of the curriculum standards are the important component of students’comprehensive ability,in both the concept level and teaching level,the teachers need to focus on them,and recognize the carrying out about the research of the ability improvement of the’core concept’ make sense to guiding teaching practice. If the teachers can grasp each phase of ability teaching of the’ten core concepts’ and make the old and new knowledge interact,it will be better able to help students to achieve new cognitive equilibrium,and promote students’ accomplishment of mathematical literacy and accelerate the full development of their ability.