Comparative Study Of Mathematics Curriculum Standards Between China And The United States Of The Junior High School

As is known to all, the world of the basic education curriculum reform is in full swing, curriculum standards as a meso form curriculum, is the core part of the curriculum reform, so whether in China or other countries are constantly revised and improved their mathematics curriculum standards. A new round of curriculum reform in our country has gone through ten years again after the curriculum standards were revised and promulgated the "compulsory education mathematics curriculum standard in 2011 (the 2011 Edition)". While the United States in 2010 June, the National Governors Association and the Council of Chief State School Officers together promulgated the "common core state standards" the standards of mathematics, mathematics is not aimed at resolving the coherence, the focus is not prominent and the course content is broad but not deep enough problems, trying to take the national curriculum standards in the form of solution states due to a series of questions in the course different standards and bring. A comparative study of the two countries to carry out the course standard of mathematics in junior middle school between China and the United States has realistic significance.The research to our country "compulsory education mathematics curriculum standard" (2011 Edition) and the common core state standards for mathematics "(2010 version) as the comparison object, the main use of the literature method, text analysis method and comparative method, on the understanding of the Chinese and American mathematics curriculum development history based, from the curriculum standards promulgated by the background of curriculum standard, the overall framework, curriculum goal, curriculum content and other parts of the four aspects of the two countries the new curriculum standard for comparative study. Part of the comparison of "number and Algebra", "graphics and geometry", "statistics and probability", compare the static text from the perspective of content standards and the specific content and breadth. Summarize the features based on comparing the differences between and, behind the differences in the formation of factor analysis. Finally, it puts forward some advice on our country mathematics curriculum standard revision:1. Our country standards can be considered refined to grade 2. The process method, emotional attitude of the standard and content standards fusion.