Study On The Transformation Of Mathematics Classroom Teaching For Secondary School During 20^th Century In China

As a compositive part for mathematics education, mathematics classroom teaching not only belongs to the origin of raising problems and the prime mover for the studies of mathematics education, but also the important and difficult issues for the reform of mathematics education. It has already 100 years' history for the mathematics classroom teaching in secondary school since the implementation of class instruction from the beginning of the last century. The present dissertation aims to explore the historical experience and lessons from the transformation of mathematics classroom teaching, to seek its rules in between, and to provide use for reference for the curriculum reform of basic education, especially for the reform of mathematics classroom teaching.The study concentrates on the following three aspects: (1) Making clear of the transformation of mathematics classroom teaching for secondary school in different periods of time during 20th century in China and the representatives and their educational ideas; (2) Exploring the reasons and the stable and changeable factors existed for the transformation; (3) Drawing conclusions from the transformation of the historical experience and lessons, and offering use for reference for the present curriculum reform, especially for the reform of mathematics classroom teaching.The dissertation is made up of five parts.Part One serves as an introduction. It mainly introduces the relevant researches existed and the reasons, methods and train of thought for the present study. Part Two deals with the historical review of mathematics classroom teaching for secondary school during 20^th century in China. Based on the historical fact, it conducts explanations and sorting for history. It analyses requirements for the objective of classroom teaching in each period, arrangements for contents, organization for the activities of classroom teaching, methods for thinking of teaching, the representatives, and experiments for the reform of classroom teaching etc., and thus it explores the basic features for the transformation of classroom teaching for secondary school in China in each period of time.Part Three concentrates on the case analysis about mathematics classroom teaching in secondary school during each period of time. There are two types of cases. One is the productions from classroom teaching, which is by means of contrastive analysis for the relevant factors, and analyzing aspects such as the requirements for the contents of classroom teaching, the framework of teaching process and forms of presentations, and activities of teachers' teaching and students' learning. The other is classroom teaching record about the Pythagoras Theory in different period of time, which adopts statistical scale and Ned Flanders' interactive analysis system to analyse aspects as types of classroom teaching activities, time allocation and language interaction.Part Four analyzes the reasons and factors for the transformation of mathematics classroom teaching in secondary school in China during 20th century. Based on Part Two and Part Three, this part searches the stable and changeable sides from the relevant factors, and analyses which reasons will affect the choosing and restriction for the transformation of mathematics classroom teaching in secondary school in China. And it further analyses influences on aspects such as the setting of teaching objectives for secondary mathematics in China, contents choosing, style and framework for teaching, and organization for the teaching activities.Part Five draws the conclusion: features of mathematic classroom teaching in secondary school in China and its implications. Attempted not only to reflect the history of mathematics classroom teaching for secondary school objectively, but also to seek the link between the history and the reality, this dissertation works over the transformation of mathematics classroom teaching for secondary school during 20th century. Drawn lessons from history, it hopes that it can bring implications from the historical experience and lessons for the curriculum reform of basic education, especially the use for reference of mathematics classroom teaching .The fundamental conclusions for the study as follows:Firstly, the general tendency for the transformation of mathematics classroom teaching for secondary school during 20^th in China is that teachers' teaching pays more attentions to students, students attain more initiative for their study, and contents for learning are much closer to students' actuality in life. Those gradual transformation, which develop the strong points, avoid the weak points and link with traditions, all achieve success. Those over-strong and over-complete reforms, which aggrieve to the intrinsic educational transferability, all result in failure.Secondly, the relatively stable factors among classroom teaching for secondary school in China are as follows: (1) Two bases and three types of great abilities as the goals of mathematics teaching; (2) Elementary Algebra and Geometry as the basic framework of contents for mathematics teaching; (3) Lead-in and teaching new courses, sum-up and brief summary, consolidation and exercises as the basic process of classroom teaching; (4) Instruction and question-raising as the basic form for teachers' teaching. And the following aspects as changeable factors: (1) Requirements for teaching, which become more concrete and clearer; (2) Contents for teaching, updating with time; (3) Attention points for teachers' instruction, which shift from knowledge to students; (4) Interactions in the classroom, in which student activities increase.Thirdly, the features of continuous transformation for the secondary mathematics classroom teaching in China go with the following aspects: emphasis are stressed on the orientation of mathematics to the function for the development of people's thinking; the main teaching task is the systematical study of mathematics knowledge and skill; the five-phase teaching methodology is used as the basic characteristics of teaching mode; and teacher-based guidance and concerns on students' involvement in activities are considered as the characteristic of classroom teaching activities. Implications from the historical lessons of transformation in mathematics classroom teaching for secondary school in China are drawn from the followings: (1) the adjustment on value orientation of mathematic classroom teaching, combining teachers' instruction with student explorations, and systematic knowledge with its application; (2) localization of the foreign culture, with the standpoints persisting in taking use of the advanced cultures; (3) the transformation of mathematics classroom teaching are featured with accumulation, with an successive and critical attitudes to the tradition; (4) the mathematics classroom teaching featured as mathematical knowledge with experience and quasi-experience.Based on the historical documentary, the present research explores the characteristics and rule of the transformation. It has important implications not only for curriculum reform of basic education, especially for the present mathematics classroom teaching reform in secondary school. Such research from the historic perspective is a necessary supplement to the research on mathematic education theories and practice in China. Through analysis of the law of the evolvement of mathematics classroom teaching for secondary school during 20th century in China, it enrich the research on the history of mathematics education.The significance of the study: First, defining and making clear of the developmental orientation of mathematics classroom teaching for secondary school during 20^th century completely and systematically. Second, carrying out a deep research for the historical and less-known documentary in each historical periods during 20^th. Third, conducting studies from the perspectives as combining analysis for the cases of classroom teaching with explanations and sorting the history, which reciprocally persist on the principles as discussion from the history, cases severing as evidences for historical analysis, and support the case study by making clear of the history.Limitation of the research: Due to the limitation of historical documentaries, it is very difficult to make the representatives and their educational ideas rich and specific in each period of history.