The Research Of Mathematics Curriculum In Singapore Oriented Big Ideas

Understanding the essence of mathematics and grasping mathematical ideas has always been the core of mathematics teaching in primary and secondary schools,and it is also the direction of mathematics curriculum reform.The idea of big ideas can help students build a coherent knowledge system and form an overall view of mathematics.The 2017 edition of "General High School Mathematics Curriculum Standards" clearly pointed out for the first time that "the subject content should focus on the subject's big Ideas".Since then,the big ideas has been in the There has been a research boom in the country.Big ideas have certain research value.First,the core literacy proposed by our country is an organic whole of big ideas,and big ideas help to cultivate students' core mathematical literacy.Secondly,the current STEM education advocated and big ideas are interrelated,the big ideas can train students to use the logic of knowledge as a clue,link different disciplines,and promote students to transfer knowledge in interdisciplinary courses."Knowledge Network" cultivates students to form a holistic view of mathematics.All in all,Big ideas can link previously fragmented knowledge into an organic whole,which helps to develop students' core mathematical literacy.Although big ideas are proposed in the new curriculum standard,the research on big ideas in China is still in the preliminary stage,and the research is not deep enough.There is no clear definition of big ideas in the curriculum standards,and there is also a lack of examples.There are deviations in the understanding of concepts.The latest syllabuses issued by developed countries such as the United States,Canada,Singapore and Australia in 2020 have carried out in-depth curriculum research based on the concept of big ideas.These empirical research results provide scientific research for our country Among them,Singapore and my country both belong to the Asian cultural circle and have similar cultural origins.Singapore,as one of the earlier teaching countries to infiltrate the big ideas into the curriculum,has formed a relatively mature theory and implementation of the big ideas.Therefore,it is necessary to carry out theoretical and practical research on the big ideas through the translation and introduction of the latest Singapore literature.The main research contents of this paper are as follows: 1.Using the literature analysis method to sort out the literature on the big ideas of domestic and foreign scholars,and get the definition,characteristics and levels of the current scholars' mathematical concepts.2.Using the literature analysis method to analyze the mathematics of Singapore From the big ideas in the course,get the mathematical big ideas model and definition in Singapore,and analyze how the area measurement content in the Singapore textbooks reflects the big ideas.3.Use the comparative analysis method to compare the similarities and differences of the understanding of the big ideas between other subjects and mathematics subjects in Singapore.Compare the content of area measurement in the curriculum standards of my country and Singapore,and look at the insufficiency of our country's area curriculum content design.Concept theory and practice,develop a teaching case of Chinese localization area.Through the above research,this paper draws the following conclusions:1.Theoretical research conclusions of the big ideas in mathematics.(1)At present,the understanding of the big ideas by domestic scholars mainly refers to Wiggins' point of view,and each scholar emphasizes that the big ideas is an overall concept,a connection concept and a transferable concept for the understanding of the big ideas.The big ideas has different The type structure is a complex conceptual system with a hierarchical structure.(2)Singapore's understanding of the big ideas of mathematics comes from Charles' point of view,which defines big ideas as “concepts that bring coherence and connect different branches and levels,and whose role is to connect scattered mathematical knowledge,so that students can easily understand the concept of mathematics.Knowledge Transfer and Understanding”,also emphasizing the interdisciplinarity,connection,and transferability of big ideas.(3)The author's understanding of the big ideas is that it can run through the entire mathematical process,and is the most important,core,and integrated mathematics.It sh ould be fully connected with other knowledge points,and various mathematical concepts should be connected into one.coherent whole.2.Practical research conclusions of the big ideas in mathematics.(1)The cross-curriculum model used in the Singapore textbooks reflects the connection of big ideas between different mathematical topics and between different chapters.For example,the measurement of area is related to the measurement of length,perimeter,and volume,and the area is large.Concepts run through the "Area of Squares and Rectangles" in Grade 3,"Area of Triangles,Parallelograms,and Trapezoids" in Grade 5,and "Area of ??Circles" in Grade 6.(2)In the teaching case of area localization,the big ideas is embodied in grasping the essence of the concept of area and connecting the geometric figures learned in elementary school.The author defines the big ideas of area as a unit square that can completely cover thefigure without gaps or overlaps.The quantity.That is,the essence of the area is a numerical value,which is a "digital quantification",which reflects the concept of mapping.