A Study Of Australian Mathematics Curriculum Based On Big Ideas

China issued the "General High School Mathematics Curriculum Standard(2017 edition2020 Revision)"(referred to as the new curriculum standard)proposed the term "subject big ideas" for the first time.The introduction of the big ideas into the new curriculum standard is conducive to promoting the structure of content and the systematization of knowledge.Curriculum design with big ideas as the core can combine learning content and core literacy and form the overall planning of mathematics curriculum,which is extremely important in teaching practice.The new curriculum standard does not specify the definition of "subject big ideas",nor how to organize the teaching content.From the existing literature,although front-line teachers have more research on the teaching of big ideas,the domestic theory of big ideas is not mature,which makes it difficult to carry out the teaching application of big ideas in the first-line classroom.At present,the curriculum standards implemented by the United States,Australia,Canada,Singapore and other developed countries have used big ideas,and constructed the curriculum content framework with big ideas,while the domestic research on big ideas is still in the initial stage,so it is very necessary for the theoretical results of foreign big ideas.In2021,Australia released a revised curriculum standard draft,clearly pointed out the core concept is the big ideas,and gives the concept and the connotation of the concept,namely big ideas model is classification model,mainly divided into mathematical structure,mathematical method and mathematical three types,clear big ideas constructed the curriculum content framework,this with our big ideas is similar,interlinked,therefore,this paper choose Australian mathematics course as the research text.First of all,this paper uses text analysis to find that the connotation,characteristics and models of the eight disciplines are consistent,that is,the big ideas are understanding,process and skill,and have the characteristics of connection and integrity.Second,through the comparative analysis of the old and new curriculum standards found that the new curriculum standards for the first time in each disciplines clearly put forward the core concept is a big ideas,and the old curriculum standard four key ideas throughout the new curriculum standard,namely the key ideas is also a big ideas,can also find the new curriculum standards focus on discipline inside and outside the connection.Finally,this study analyzes the cultivation process of the big ideas of bit value and number sense through the case analysis method,and finds that both are big ideas across grades,which also reflects that the big ideas can connect knowledge together.Combined with Australian scholars in the study of big ideas,Australian curriculum standard concept is consistent with scholars research,and Australia has the big ideas as the orientation of theme teaching practice,on this basis,the author designed the function monotonous concept theme teaching scheme,in order to show and illustrate the advantages of the big ideas of teaching.This paper is based on the big ideas of Australian mathematics curriculum research,the big ideas on the relationship between inside and outside,ensure the aspects of mathematics,better apply big ideas to teaching,can help students construct knowledge framework,reduce the burden of memory,avoid the subject knowledge "miscellaneous,complicated,many" problem,so as to achieve the deep cognitive effect of knowledge.In addition,there is no domestic research on Australian mathematics curriculum standards based on big ideas theory,so this study has some prospective and reference significance.