On The Change Of Teaching Methods In Mathematics Since The Founding Of The PRC And Its Analysis Of Causes

As a vital element of current science education, mathematics teaching influences the high-techprogress and social development. Of them, mathematics teaching in a secondary school is a keycomponent, which is responsible for systematically and efficiently basic education and thecultivation of students’ comprehensive capability on mathematics, and is the starting point ofmathematics teaching and the main factor of its curriculum reform. Related internationalcomparative education studies show that East Asia, as an important area of classroom teachingcases, is different from western countries in the styles of mathematics teaching and learning. Thebehavior of teaching and learning is firstly a socially and systematically cultural process. Thedevelopment and evolution for any culture is based on its own traditional culture. Therefore,current teaching practices in China are deeply affected by old teaching ideas from Confucianculture.Although China’s mathematics teaching has experienced for over a half of century since thefounding of the PRC, what changes does it face to with the development of society? This thesisaims to explore the change features of mathematics teaching in classroom, especially theclassification of the change of teaching methods in mathematics classroom, and expose the reasonson the change of teaching methods in order to provide references on basic education curriculuminnovation and mathematics teaching reform.This thesis presents current situation of mathematics teaching methods by recording in class,illustrates its basic features, and summaries its main models since the founding of the PRC on thebasis of relative literature review and abundant teaching cases. The thesis further investigates thesubject of learning–students, through questionnaires and observation, and the subject of teaching–teachers, through interviews and observation, and analyzes these data to define the currentmathematics teaching method. The thesis adopts it as the main line to analyze mathematicsteaching, traces the development of teaching methods from the past60years, which objectivelyand comprehensively displays the reasons of its changes, and sums up basic models ofmathematics teaching methods from different periods.