"Mathematics Curriculum Standards" Model Of Adaptability

In2001July, the full-time compulsory education mathematics curriculum standard formulated by Ministry of education "(experiment draft)"(hereinafter referred to as the "standard") issued."Standards" pointed out:the mathematics curriculum for compulsory education should reflect its foundation, popularization and development, make mathematics education for all students. But there are differences in northwest minority areas and the eastern region of the teaching level and teaching staff and other aspects, the use of a unified national "standard", minority students on whether to adapt, which influence factors of standard "adaptive", and how to improve teaching standards "and" standards in national regional adaptability, promoting the realization of real educational fairness, this is we "" standard "adaptive task group", the purpose of the investigation.There is objective not harmonious factor between the development level of northwest ethnic minority area economic, cultural lag and the new mathematics curriculum standard of national unification. This paper selects Gansu Province as the research location, select the fifth grade, grade eight primary school and middle school "as reflected in the standard" adaptive representation. Through to the Gansu Lanzhou, Linxia Hui Autonomous Prefecture, Gannan Tibetan Autonomous Prefecture, part of the school teachers, students, school administrators and parents investigation, with a view to a more comprehensive, detailed understanding of the implementation process and live in northwest minority area, reflect the adaptability of northwest minority region of "standard", reveals the obstacles adaptability which may, in order to cause the local society, government, textbook writers and the mathematics education researchers, accelerate the curriculum reform in primary and middle schools in minority areas of the northwest pace, to provide reference and policy, the Ministry of education for the door to local regulations.Design and release first, test and questionnaire. The valid questionnaires and test papers of850copies, covering11people. At the same time, carries on the interview to teachers and education departments related to the leadership of the local, in-depth understanding of the local encountered during the implementation of "standards" of the problems in the teaching activities.Secondly, the recovery test and questionnaire data statistics and analysis. Using Excel and Matlab software for statistical data analysis, to establish the model adaptability. Establishment of the model:1、selection of test scores to analysis, to the eastern developed regions (Beijing area) test scores as the reference standard to establish the model adaptability of students in Gansu province to adapt to the "standard" moderate. From the analysis results, the level of "adaptive standard" in Gansu province is low.2、in order to analyze the influence factors of "adaptability" standard, to further establish analysis model. To test score difference analysis from the point of view of regional, provincial capital city to get students adaptability level is higher than that of rural area students; to test score difference analysis from the national perspective, the results between the national adaptability differences exist, mainly is the national language problems; analysis divided difference test volume from grade angle, the fifth grade students in Gansu province the degree of adaptability of the "standard" than the students of grade eight.3、from the mining survey factors of recessive effect, using the analytic hierarchy process for "standard" factors affecting the increase in local adaptation level. From the results of view, curriculum difficulty module maximum impact on Gansu province "standard" adaptability; influence of teaching content and design module of the fifth grade students is larger; course attract module on the students of grade eight students influence.Finally, the summary analysis interview records, sorting out the first hand information and local teachers and education departments related to the leadership report, looking for the perfect "standard" method, improve the local adaptability. Summing up the above analysis results, provide the feasible advice for the related departments.In this paper, through the establishment of adaptive model and analysis model, quantitative description of the "standard" in the adaptation of minority areas, looking for the limiting factor the influence, provides feasible suggestions to improve its adaptability in minority areas in minority areas, the realization of education equity has important significance.