| Studies have shown that the design of curriculum topics in expected curriculum such as curriculum standards will have a significant impact on students' cognitive,learning progress,and the development of knowledge structure.Therefore,the design of mathematics curriculum topics deserves attention during the course of curriculum reform.Based on the Chinese and Australian Mathematics Curriculum Standard(primary school)and the primary school mathematics textbooks published by the People's Education Press and Pearson Press as the main research objects,drawing on existing related research results,a curriculum theme analysis framework suitable for Chinese and Australian primary school mathematics curriculum has been constructed,and using the methods of literature analysis,comparative research,text analysis and case analysis to conduct a comparative study of the primary school mathematics curriculum topics in the two countries from the macro,meso and micro aspects,revealing the characteristics of primary school mathematics curriculum topics between China and Australia in order to provide reference for the future curriculum reform and the compilation of primary school mathematics textbooks in China.First,based on the A+ composite model and using the reconstructed curriculum topic analysis framework,a comparative study of the four dimensions of topic coverage,number distribution,the coherence of topic,and learning progress of the primary school mathematics topics in China and Australia was conducted at a macro level.The comparison found that the topics of primary school mathematics courses in the two countries are generally similar and cover most of the topics in the A+composite model;in terms of the distribution of topics,the number of topics in the two countries generally shows a gradual upward trend with grades,and the turnover of topics in China each academic year is more regular than in Australia;in terms of topic coherence,the two countries have significant differences in scores and patterns;the overall progress of the learning in China is faster than that of Australia.Secondly,according to the preliminary findings at the macro level,the “2D geometry” and “3D geometry” topics in the “graphics and geometry” field and the“fractions” topic in the “number and algebra” field were selected for the targeted mainline analysis and found that Australia has arranged more time to learning on “3D geometry”,while China has paid more attention to “2D geometry”;in the topic of“fractions”,although China was introduced later than Australia,but learning progress was faster than Australia.Third,a more micro analysis of the relevant knowledge of “0” in the topic of“Integer Meaning” found that: in the structure of knowledge points,the learning of“0” is carried out from the four dimensions of ordinal number,cardinal number,number sign and operation object;in the setting of mathematical tasks,the arrangement of “knowledge of 0” mathematical tasks in the people's textbooks is more hierarchical,but the relevance of the previous and subsequent knowledge is deficient;in the setting of situation,the teaching context set by the people's education edition is mainly dynamic,supplemented by static,with diverse of forms and returning to students' life.Finally,based on a three-level comparative analysis of the mathematics curriculum topics in the two countries,the enlightenment and suggestions on the design and arrangement of primary mathematics curriculum topics in China and Australia are obtained: the setting of mathematics topics should take into account the depth and breadth,so that the arrangement of knowledge point structure is overall;enhance the coherence and continuity of curriculum topics to form a network of mathematical knowledge;adjust the presentation order of some mathematical tasks in curriculum topics to enhance the relevance of the knowledge;adjust the learning progress of the topic in a targeted manner to increase students' learning opportunities. |
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