A Survey On The Status Quo Of The Implementation Of Junior Middle School Mathematics Curriculum In Gansu Province

The study of curriculum implementation is an important part of the curriculum research in China.The Compulsory Education Mathematics Curriculum Standards(2011 Edition)has been implemented for nearly eight years.Although there have been studies on the implementation of junior high school mathematics curriculum in Gansu Province,the implementation of the curriculum is not a one-off event.Researchers need to persistently follow with interest and reflect on it,consequently this article continues to pay attention to the implementation of junior high school mathematics curriculum in Gansu Province on the basis of existing research.The problem studied in this paper is what the current status of the implementation of the junior high school mathematics curriculum is in Gansu Province.This problem can be broken down into six sub-problems.First,what is the teacher's identification and application of the mathematics curriculum standards? Second,what is the student's achievement of the course objectives? Third,what is the application and evaluation of teachers and students on junior high school mathematics textbooks? Fourth,what is the situation of mathematics classroom teaching activities? Fifth,what is the situation of teacher teaching and student learning evaluatio n? Sixth,what is the situation of teachers participating in mathematics curriculum training and school-based teaching and research activities?This study is an empirical research based on extensive studies.Firstly,we use the literature research to master and sort out the current situation and hotspots of curriculum implementation research in China in the past few years.Secondly,based on the literature analysis,we have adapted the existing questionnaires,and consulted experts and middle school teachers,two mathematics education experts and two middle school teachers,in the process of questionnaire adaptation.Eventually we form a formal questionnaire and investigate 280 junior high school mathematics teachers and 2,316 junior high school students in Gansu Province.Third,we interview individual teachers or students based on questionnaire analysis.Finally,on account of the survey analysis and interview results,we obtain research conclusions and put forward the implementation suggestions.Through investigation and research,we found six conclusions.First,teachers have a better understanding of the overall curriculum,but the usage needs to be improved.Second,students have improved the achievement of the curriculum objectives,but the pressure of mathematics learning is relatively high.Third,teachers and students have a better overall application and evaluation of mathematics textbooks,but there are differences between teachers and students.Different versions of textbooks have differe nt emphasis.Fourth,the teaching and learning methods of teachers and students have achieved good improvement,however,students have fewer opportunities to communicate,ask questions,and express opinions,as well as burden of work has increased.Fifth,the implementation of mathematics curriculum evaluation is more diverse and diversified,but the way to feedback student achievement needs to be changed.Sixth,there are many trainings and school-based teaching and research activities related to mathematics courses,but the distribution of training resources is uneven,and the effect of teaching and research activities needs to be improved.Following implementation suggestions are proposed.First,focus on the emotiona l experience of teachers and students on the implementation of the curriculum.Second,create an environment suitable for students to communicate and learn,and cultivate students' awareness of active communication.Third,improve teachers' capabilities of curriculum resource development and develop alternative text curriculum resources.Fourth,optimize the configuration of training resources and construct a training management mechanism.