A Survey On The New Mathematics Curriculum Implementation Of Junior High School In Gansu Province

The implementation of the new mathematics curriculum of compulsory educationnearly12years, all grades of primary and secondary schools have been fullyimplemented a new curriculum in Gansu province. From The Full-time ObligatoryEducation Mathematics Curriculum Standards (Experimental Version) to theObligatory Education Mathematics Curriculum Standards (2011Version), the newcurriculum reform has already completed the first cycle, and gradually movingtowards the next innovation and deepen the cycle. However, the advance of the newcurriculum as a dynamic process of development, need continued attention andreflection.This research Planed to study the Problem: how is the implementation of the newjunior high school mathematics courses in Gansu Province? This Problem isdecomposed into several sub-Problems: how is the implementation of the new juniorhigh school mathematics courses in Gansu Province, since the Obligatory EducationMathematics Curriculum Standards (2011Version) Published? What are the changes?What are the results? what are the failure? And What measures can we take toimprove the implementation?Teachers and students as a direct participant in the new curriculum implementation,they have the deepest experience for curriculum change. Therefore, this studyattempted to base on a common perspective between the teachers and the students.Survey method, interview method, comparison method and other methods are mainlyadapt to study and discuss Problems. The survey intends to find out teachers’ andstudents’ opinions to the new mathematics curriculum and the textbook, theirunderstandings of mathematics teaching and learning, and their opinions on theevaluation of mathematics curriculum. And the results of the survey have comparisonwith the2010’s data. Analysis of the development and changes in circumstances,summarizes the effectiveness of the implementation found that the existence of theproblem, and make recommendations for improvement. Provide reference and basisfor the smooth implementation of the new mathematics curriculum in the future.There are five findings were discovered from the survey: First, teachers andstudents have a higher sense of identity with the new mathematics curriculum reform, but poor familiarity of the Obligatory Education Mathematics Curriculum Standards(2011Version). Second, the new textbooks have a good reputation. Third, positivechanges have been created by the new curriculum to teaching activities and learningactivities. Fourth, the new mathematics curriculum evaluation basis and methodbecame more diversified, but the theory of "only-focus-on-scores" is still exists. Fifth,Mathematics new curriculum teaching objectives reached generally poor.Therefore, the essay has come to six suggestions according to the findings here inabove. First, conscientiously sum up the practical experience of the curriculum reform,and firm the direction and confidence of the curriculum reform. Second, moretraining classes of the new curriculum are needed for teachers, and teaching can beimproved by school-based teaching and research with professional guidance. Third,revise and improve the textbook further, provide more material to help students “putquestions”. Fourth, included the “tacit knowledge”in the areas of teaching activities,improve the students’ mathematics accomplishment. Fifth, grasp the implementationof the “comprehensive and practical” reasonable, cultivate the students’ innovativespirit and practical ability. Sixth, fusion the process evaluation and the summativeevaluation, promote the reform of evaluation mechanism further.