A Comparative Study Of The Mathematics Curriculum For Gifted Students In Chinese And American High Schools

This paper adopts literature research method.It first reviews the development of gifted education and gifted education of high school in China and the United States,including the recognition of gifted students,the development of gifted education theories,the practice forms under the guidance of theories,the development of gifted teachers,and policies;through case studies The comparative study method compares the mathematics curriculum settings of gifted students in A and B high schools in Beijing,China and Thomas High School in the United States,analyzes their respective characteristics,and combines the reasons behind the differences in research on gifted education development in the two countries to draw inspiration from the comparison.Through research,we have reached the following conclusions:In the content of the mathematics curriculum,the mathematics curriculum for gifted students in senior high schools in China is mainly based on the content of mathematical competitions.The knowledge depth of gifted students has been expanded to a certain extent;the mathematics courses for gifted students in high schools in the United States are mainly pre-university courses,with a large number of courses and deeper content.Computer courses have been incorporated into the mathematics curriculum system to achieve mathematics and computer science.Interdisciplinary;in terms of the applicability of the mathematics curriculum and the use of computers,compared with the two schools in China,the mathematics curriculum of American high schools pays more attention to the applicability and emphasizes the use of graphing calculators and computer software;in terms of the curriculum framework,the United States High school mathematics curriculum framework has a strong coherence.Pay attention to the sequence of each course.The mathematics curriculum of Chinese high schools has spiraled up,so there are no strict regulations.In terms of curriculum implementation security,the three high schools in China and the United States United external forces are involved in the training of gifted students.His social organizations to cooperate more in-depth.The conclusions of these comparative studies provide the following enlightenment for the gifted education of senior high schools in China and the mathematics curriculum of gifted students in senior high schools:1.Gifted education should attach importance to theoretical research and timely contact with gifted education researchers;2.Pay attention to gifted theoretical research Social and cultural background in China,and expand the connotation of gifted students;3.Assemble all kinds of resources outside the school,and jointly assume the task of gifted education in senior high schools;4.Senior high schools can set up more and richer college mathematics courses,focusing on the systemic and logic of the curriculum system 5.Computer courses are incorporated into the mathematics curriculum system,expanding interdisciplinary,and paying attention to the use of technology and software in mathematics courses.