A Comparative Study Of Current Mathematics Curriculum In Primary School Between The Mainland Of China And Taiwan

An International Comparison of Mathematics Education is an important issue of international mathematics education research, comparative study of mathematics curriculum is a major study of international comparative education research in mathematics, has become a hot topic in today’s international comparative study of mathematics education. Although the mainland and Taiwan’s political position is different, but with the same cultural background and historical heritage, mathematics education has many similarities, The aim of the mathematics curriculum reform in two areas is to train citizens who can adapt to changes in the global economy the demand for talent in the twenty-first century. Taiwan has made many remarkable achievements in the international mathematics competition in recent years, The mathematics curriculum of the two regions can understand each other’s differences and commonality through comparative analysis, and finally learn from each other, as the future reference for mathematics curriculum reform.In this study, the current elementary school mathematics curriculum texts in mainland and Taiwan(They are the Curriculum Experiment Scheme of Compulsory Education, the Mathematical Curriculum Standard of Compulsory Education(2011 Edition),(hereinafter referred to as the "standard"), Mathematical Textbooks for Compulsory Education which are published by The People’s Education Press, and General Principles of Nine-year Integrated Curriculum Outline for National Primary and Secondary School, Mathematics of Nine-year Integrated Curriculum Outline for National Primary and Secondary School(hereinafter referred to as the "Outline"), Elementary Mathematics Textbooks which are published by Kang Hsuan educational Limited by Shares Ltd) is the research object, from the four aspects of curriculum objectives, curriculum content, curriculum structure, curriculum content presentation, carry on Comparative Research on both sides of the current primary school mathematics curriculum. The comparative research method, literature method and content analysis method as research method, in order to explore the mainland and Taiwan’s current primary school mathematics curriculum characteristics and similarities and differences, the research is divided into four sub problems:(1) What are the characteristics and similarities and differences of the current primary school mathematics curriculum goals between Mainland China and Taiwan?(2) What are the characteristics and similarities and differences of the current primary school mathematics curriculum in mainland China and Taiwan?(3) What are the features and similarities and differences between the current primary school mathematics curriculum arrangement structure in mainland China and Taiwan?(4) What are the features and similarities and differences between the current primary school mathematics curriculum contents in mainland China and Taiwan?Through the analysis of the course text, the following conclusions are obtained:1. The mainland and Taiwan mathematics curriculum system is the target system of three-dimensional curriculum gradually from top to bottom specific expressions, specific, clear, strong operability; but the "standard" in the curriculum goal system, lack of academic goals, "" the outline of curriculum goal system, lack of knowledge, and mathematics curriculum module; Taiwan pay attention to the comprehensive development of students’ knowledge, ability and emotion, but the "standard" pay more attention to the educational function of mathematics curriculum, "Outline" to highlight the development of students’ ability, and mathematics curriculum in Taiwan; the pursuit of social standard, student based and knowledge-based combination of value orientation: "pay more attention to the student standard formulation standard", "Outline" expressions tend knowledge standard.2. Mainland and Taiwan’s current primary school mathematics curriculum content system has both certain levels and system, The level of mathematics curriculum content system in mainland is more obvious, different levels of curriculum content subordinate relationship is clear, the contents of the same level is relatively independent strong, knowledge representation is more clear, while Taiwan mathematics curriculum content system of comprehensive is strong;, the current primary school mathematics curriculum on the whole and the field of "number and Algebra" breadth of content is slightly less than that of Taiwan, in the field of "graphics and geometry", "statistics and probability" the breadth and depth of curriculum is slightly larger than that of Taiwan, the current primary school mathematics curriculum content difficulty is higher than that of Taiwan.3. The current primary school mathematics curriculum in mainland China and Taiwan are basically in a spiral structure, Only two knowledge module which include the "positive and inverse proportion" in two areas and "random phenomena occurring possibility" in mainland are linear structures.4. The mainland and Taiwan current elementary school mathematics curriculum content knowledge system has emerged as a significant activity and life of the feature, a significant aid reading system context, outstanding real mathematical knowledge and student life in general contact, mainland mathematics curriculum the problem situations are mostly man-made creation, the link and comprehensive of teaching modules are strong and language representation highly specialized; problem situations Taiwan mathematics curriculum content more directly taken from the real life of students, teaching modules relatively independent, objective stronger language expression professional step by step.By comparison with the mainland and Taiwan current primary mathematics curriculum, we made the following recommendations to the compulsory primary school mathematics curriculum reform in mainland China in Taiwan: mainland mathematics curriculum target system should inherit the traditional school year targets on the existing basis, increase Curriculum Goals systematic and hierarchical, Taiwan mathematics curriculum target system should inherit the traditional affiliation with the school overall objective of the target segment, and increased knowledge module targets to improve the curriculum targets system; mainland China should increase the content of mathematics curriculum target the general ability of students Training content and requirements to better cultivate students’ innovative spirit and practical ability, Taiwan mathematics curriculum should play its educational function, students of general affection;The contents of the mathematics curriculum in mainland should be integrated reasonably, capacity and knowledge appropriate to reduce the difficulty of the course, reduce the difficulty and knowledge capacity of the course appropriately, language expression should consider the characteristics of students’ physical and mental development, Taiwan should strengthen the link between the logical hierarchy and mathematics curriculum content system, highlighting the mathematics curriculum features; layout structure continent mathematics curriculum content with local reality need to make appropriate adjustments, rational use of balance-helix structure and linear structure; presentation continent mathematics curriculum should be strengthened life knowledge of the system, increase the course Contact with student life, language expression of specialization should be in line with the students’ cognitive level, the presentation of Taiwan mathematics curriculum should consider migration scenarios knowledge of the system, the creation of a certain problem situations, language expression should be properly specialized, not too much to accommodate students’ cognitive abilities.