A Comparative Study Of The Connection Between Chinese And English Young And Small Mathematics Learning Content

They're two completely different learning stages for children from kindergarten to primary school.But these stages are what we have artificially divided.Actually children's cognitive development shows not only phasic but also continuous.Consequently,the convergence of kindergarten and primary school in mathematics education becomes particularly urgent and necessary.From the aspect of school education,it's a problem whether the mathematics education provided by kindergarten and primary school is continuous.In order to get answers fundamentally,this paper sorts out the mathematics learning content respectively by interpreting the programmatic documents of kindergarten and primary school.Then from the perspective of continuity,this paper analyses the cohesion of learning content setting in the programmatic documents of kindergarten and primary school.Moreover,Britain has attached great importance to the integration of basic education and primary education since 1980 s.And the latest programmatic documents of basic and primary stage were just issued in 2014.So this paper selects Britain as a comparison object and also attempts to analyze the cohesion of learning content setting in the programmatic documents of kindergarten and primary school.This article takes the programmatic documents of basic and primary stage in China and Britain as the object of analysis and sorts out the mathematics learning content of kindergarten and primary school in the two countries.Based on children's cognitive development law and mathematics learning psychology,this paper analyzes the cohesion of learning content between kindergarten and primary school in China and Britain respectively.In China,it turns out that the cohesion of learning content in the field of “Graph and Geometry” is better than that in the field of “Number and Algebra”.The cohesion of learning content in the field of “Statistics and Probability” is the worst.In Britain,the convergence of learning content in the field of “Geometry” is the best,followed by the cohesions of learning content in the fields of “Measurement” and “Number”.Nevertheless,the cohesion of learning content in the field of “Statistics” is not positive.Comparatively speaking,the cohesion of learning content between kindergarten and primary school in Britain is better than that in China.On this basis,the paper reorganizes the learning content which both China and Britain involve in each field.Then it makes a systematic comparison on the connection situations of these common contents between the two countries.Generally,the cohesion of the common learning content in the field of “Number” in China and Britain each has its own advantages and disadvantages.China and Britain show significant differences on the cohesion of the common learning content in the field of “Measurement”.Britain is in good shape in this field while China is showing great deficiencies.The two countries present the same results on the cohesion of the common learning content in the fields of “Geometry” and “Statistics” respectively.Both China and Britain have achieved cohesion of the common learning content in the field of “Geometry”.On the contrary,the two countries unanimously present a poor result on the cohesion of the common learning content in the field of “Statistics”.The non-cohesions of mathematics learning contents between kindergarten and primary school in China and Britain are mainly manifested in three aspects: the defect of learning content,repetition and fracture.In view of the problems and shortcomings in the convergence of learning content setting in the programmatic documents of kindergarten and primary school,the author puts forward three suggestions to the compilers from the aspect of curriculum standard compilation,hoping to provide reference for further revision and compilation of the programmatic documents of kindergarten and primary school.Thus the cohesion of the learning content between kindergarten and primary school can be achieved fundamentally.