Review And Reflection On The Reform Of Mathematics Education In Primary And Secondary Schools In China

With the progress of science and technology, knowledge has become a decisive factor to improve the comprehensive national strength and international competitiveness, countries generally aware of in the world today want to remain invincible, must carries on the education reform. The reform of mathematics education is a very important content in today's education reform, many countries or regions are the mathematics curriculum were varying degrees of reform.Firstly, the current research of domestic and foreign mathematics education reform are described, and illustrates the significance and methods of the research. Then reviews the, France, Japan, the three countries the previous mathematics education reform. The reform process of American Mathematics Education divided into four periods: new mathematics movement, back to basics, to solve the problem, standard movement. On the content and the characteristics of the mathematics education reform in each period were introduced, and objective analysis the previous mathematics education reform success. French mathematics education reform according to a time sequence is divided into three periods: in the 1960 s and 1970 s, 1980 s. In the 1990 s,. Similarly Content of the reform of each period and its basic characteristics are introduced, and previous mathematics education reform success or failure for an objective analysis of, for the follow-up to our country reform of mathematical education provides lessons. Review of the process of mathematics education reform in Japan, divided into six period: unit term during the study period, modernization of mathematics education period, pleasant mathematics education period, adapt to the diverse mathematical education period and at the beginning of the 21 st century mathematics education reform. Briefly describes the basic situation of the previous Japanese mathematics education reform and reform and problems in each reform in the presence of success were analyzed.The longitudinal reviews since the founding of the people's Republic of China primary and secondary mathematics education reform in our country's development process, divided into five parts: a comprehensive study of the Soviet Union and the great leap forward(1949-1965), mathematics education backwards(1966-1976), the recovery of mathematics education, adjustment, development(from 1977), to fully implement the quality education(1991-2000), the new century education reform(2001- present).In the review of the United States, France, Japan and the reform of mathematics education in our country based on. At last, the paper for the reform of mathematics education reflection, proposed characteristics of mathematics education reform should follow the basic law of education, respect the subject, but also in accordance with national conditions, not blind reform. This chapter also popular teaching mode "Mu class", "micro class" and "flipped classroom" were analyzed, and put forward a new technology in the education application cannot fundamentally change the traditional mode of education, and is not recommended for use on a large scale.