A Comparative Study Of The Content Of "measurement" In Elementary School Mathematics Between China And New Zealand

Since the beginning of the 21^st century,cultivating students'core qualities has become the trend of education reform in various countries.In 2018,the ministry of education issued the curriculum standards for general high school mathematics,which put forward the six core qualities of high school mathematics,In January 2019,the ministry of education will comprehensively launch the revision of compulsory education curriculum standards,which is in urgent need of absorbing excellent math education achievements at home and abroad.Measurement affects every aspect of our lives.Measurement and daily life,productive labor,and scientific research has a very close relationship,knowing and mastering the measurement method should be one of the necessary literacy every citizen.Throughout the world's mathematics curriculum standards,measurement is a main line of curriculum development,Many countries attach great importance to developing students'sense of quantity.However,the curriculum standards of our country do not attach enough importance to the cultivation of students'sense of quantity,Although the number sense,a core concept in the mathematics curriculum standard?experimental draft?issued by the Ministry of Education in 2001,refers to the number relationship,it does not define"number"and"quantity",in the description of the specific learning content,there is no mention of measurement and measurement requirements.The content of measurement is an important carrier to cultivate students'sense of quantity.Based on this,the international comparison of measurement content appears to be particularly important.In recent years,Singapore has continuously absorbed the outstanding achievements of mathematics education from the east and the west,and constructed a mathematics curriculum with its own characteristics.Singapore students did well in successive tests of PISA and TIMMS.Its mathematics education also receives the attention of the international mathematics education circle.Both China and Singapore belong to the Confucian cultural circle,and their educational concepts are close to each other.Taking the mathematics education in Singapore as a reference and reflecting on the reform of China's primary mathematics curriculum,new ideas and methods are bound to be brought.In order to adapt to the concept of"21st century skills"proposed in the 21st century,Singapore issued a new mathematics syllabus in 2013 and wrote a new edition of textbooks to adapt to it.Based on the above research background,this research selected Singapore Primary School Mathematics Textbook My pals are here!3rd Edition and the Chinese People's Education Press?PEP?Edition of Primary School Mathematics Textbooks,the paper makes a Comparative Study of the contents of"measurement"in the two textbooks.Focus on the following issues,First,what are the similarities and differences between the Chinese and Singaporean Primary School Mathematics Curriculum Standards in terms of curriculum objectives and"measurement"content standards?Second,what are the differences and similarities in the arrangement of"measurement"content in primary school mathematics textbooks between China and Singapore?Finally,what are the differences and similarities in the difficulty of"measurement"in primary school mathematics textbooks between China and Singapore?This research mainly uses the literature research method,the comparison research method,the Content analysis and the mathematical model quantitative analysis method.Based on the primary school mathematics curriculum standards and textbooks in China and Singapore,First of all,this paper compares and analyzes the curriculum objectives and measurement standards in the mathematics curriculum standards of primary schools in China and Singapore.Secondly,the paper compares the content arrangement and difficulty of content in the field of"measurement"in mathematics textbooks of primary schools in China and Singapore,and the content arrangement is qualitative and Quantitative analysis from the three dimensions of content distribution,content presentation and arrangement order.The difficulty of the content is compared with the difficulty of the"measurement"content in the elementary mathematics textbooks of the two countries by means of the difficulty model of the curriculum constructed by Professor Shi Ningzhong and others.Through the comparison of primary school mathematics curriculum standards and textbooks in China and Singapore,the following conclusions can be drawn.?1?The conclusion of the comparison of"measurement"content standard,The curriculum objectives in the mathematics curriculum standards for primary schools in China and Singapore pay more attention to basic knowledge,basic skills and the development of students'ability to solve mathematical problems.however,Singapore pays more attention to the cultivation of students'metacognition ability,while China pays more attention to the development of students'basic thinking and basic skills in mathematics.In particular,the"measurement"content standard in the Singapore syllabus highlights the cultivation of students'sense of quantity and highlights the learning experience.?2?The comparative conclusion on the arrangement of textbooks.In the content distribution,the content of"measurement"in the mathematics textbook for primary schools in Singapore is obviously higher than that in the Chinese People's Education Press,and there are more grades in the knowledge distribution of"measurement"in the textbooks than in China textbooks.In the aspect of content presentation,there are more columns of"measurement"content in textbooks in Singapore than in Chinese textbooks,and the columns of"measurement"content in textbooks in the two countries aim at different object ranges and different intentions and purposes.In the aspect of content arrangement,the spiral degree of"measurement"content arrangement in Singapore textbook is relatively high,while the arrangement of"measurement"content in Chinese textbook is almost linear The content of"measurement"in Singapore textbooks focuses on the study of the matic concepts.?3?The comparative conclusion on the difficulty and ease of the content of the textbooks:In the aspect of curriculum breadth,the"measurement"content of the textbooks in China is larger than that in Singapore,however,some of the topics of"measurement"in Singapore's textbooks are broader than those in Chinese textbooks,and in terms of course depth,the"measurement"in Chinese textbooks is deeper than those in Singapore's textbooks,however,some of the topics of"measurement"in Singapore's textbooks are deeper than those in Chinese textbooks;in terms of course time,the"measurement"content in Chinese textbooks takes less time than that in Singapore's textbooks;and in terms of course difficulty,the"measurement"field in Chinese primary mathematics textbooks is more difficult than that in Singapore.Based on the above research results,The author puts forward suggestions on the revision of the new curriculum standard,the compilation of"measurement"content in primary school mathematics textbooks and the teaching of"measurement"content,First of all,suggestions for the new round of curriculum standard revision:"Measurement"content standards need to be more specific,"measurement"content standards need to emphasize the importance of cultivating students sense of quantity,"measurement"content standards in the knowledge level should pay attention to the link and synthesis.Suggestions are also put forward in the field of"measurement"of primary school mathematics textbooks:Appropriately improve the status of"measurement"content in teaching materials;Improve chapter and column,strengthen the course goal;Strengthening the diversity of participants in the field of"measurement";The subject of"measurement"in the textbook is spiraled from year to year;The area of"measurement"in the textbook is appropriately detailed.At last,the author gives some suggestions on the teaching of"measurement"content:"increase measurement activities properly in teaching;pay attention to the formation of students'sense of quantity.