A Comparative Study On The Contents Of "Graphics And Geometry" In The Mathematics Curriculum Standards For Chinese And Singapore Primary Schools

"Graphics and Geometry" is an important content of the new round of mathematics curriculum reform in my country,as well as an important content of international mathematics education reform.It plays an important role in developing students' spatial concepts,geometric intuition,and cultivating students' innovative spirit and practical ability.The cultural backgrounds of China and Singapore are similar,and Singapore's mathematics education has achieved remarkable results.The problem of "perimeter and area" is one of the mathematics teaching themes that are generally concerned by the mathematics education circles in China and the West,especially the third grade students often have the problem of confusion between perimeter and area.Therefore,starting from the dimension of international comparison of mathematics education,this article conducts a comparative study on the "Graphics and Geometry" part of the primary school mathematics curriculum standards of China and Singapore,which not only provides a deeper understanding of the curriculum standards,but also provides inspiration from the comparison and promotes The development of "Graphics and geometry" education and teaching in China.This study adopts the literature method,content analysis method,comparative method and lesson study method to carry out a comparative study of the "Graphics and Geometry" content in the primary school mathematics curriculum standards of China and Singapore.The education and teaching of "Graphics and Geometry" has some enlightenment.First of all,the author makes a comparative analysis of the mathematics curriculum goals of China and Singapore.Thirdly,from the three dimensions of total content,content difficulty,and content arrangement system,the author makes a comparative study on the content of "Graphics and Geometry" in the Chinese and Singapore primary school mathematics curriculum standards.Studies have shown that,from the perspective of the breadth of content,the breadth of "Awareness of Graphics" in China and Singapore is roughly the same.The breadth of the "measurement" part of Singapore is larger than that of my country's curriculum,and some of the content is different.Judging from the requirements of the curriculum standards for relevant knowledge points,the requirements of my country's curriculum standards are specific and clear.The Singapore curriculum standards are elaborated on the basis of knowledge topics for each grade,and each curriculum content has a corresponding "learning experience".Conducive to teachers' understanding of curriculum standards,and strong operability.From the perspective of content difficulty,the difficulty of "Graphics and Geometry" knowledge content in the first semester is basically the same in China and Singapore,and in the second semester,the difficulty of the content in my country is greater than that in Singapore.From the perspective of the content arrangement of the curriculum standards,the arrangement of the "Graphics and Geometry" content of the Chinese and Singapore curriculum standards both reflects the characteristics of gradual progress and spiraling.However,the repetition rate of the curriculum content in Singapore is relatively high,and the content arrangement is closer to the spiral type,and the arrangement of the curriculum content in my country is closer to the linear type.once again,based on the phenomenon that students tend to confuse perimeter and area,the author conducts an in-depth investigation on the regulations of the "perimeter and area" mathematics curriculum standards for grade three primary schools in China and Singapore,as well as the characteristics of the layout of textbooks.The purpose is to analyze the similarities and differences in the teaching requirements of "Perimeter and Area" between China and Singapore,and explain the advanced exploration of the teaching example of "Area and perimeter" by Chinese teacher Wu Zhengxian.Based on the above research conclusions,the author has some thoughts and enlightenments on the education and teaching of "Graphics and Geometry" in my country:The content requirements of "Graphics and Geometry" need to emphasize the students' "learning experience";Strengthen the importance of students' math problem-solving ability;The content of "Graphics and Geometry" in my country can be refined to grade level;The content of "Graphics and Geometry" considers differentiated mathematics courses.