Evolution And Development About The Content Of The Primary Mathematics Textbooks In China During The 20th Century

In our country,the modern and real primary mathematics curriculum,began in the late Qing dynasty.During that period,accompanied with the culture between China and West,the thought of tradition and modernity,for political and economic needs,so the primary mathematics curriculum was born.From private arithmetic to primary arithmetic,and then primary mathematics,because of the political change,cultural revolution and economic reform of the society,primary mathematics curriculum has undergone a long and tortuous road of development.Primary mathematics textbooks as an important carrier of the primary mathematics curriculum,from the original to compile,from the simple transplantation to the creation,from the start to the development,gradually move to the "self-reliance" on the basic of copy Japan,America and Soviet Union,gradually move to the maturing during the course of constant self-reform and innovation.And finally form today's primary mathematics textbooks. The content of the primary mathematics textbooks as a important means to achieve primary mathematics teaching goals,its content of choice easy or difficult,layout,to a large extent to determine the quality of primary mathematics teaching,as well as impact the talent quality of future.In the long course of historical development,content of primary mathematics textbooks changes constantly also.In this paper,I from a historical perspective,to use literature research,historical research,comparative study and case analysis to make a panoramic display about the content of the mainstream primary mathematics textbooks of a whole century,as a means to explore the reforming path.The research believe in the dialectical materialism stand,viewpoint and methods,on the base of historical facts,exam the transformation process dialectically,comprehensivly and objectively,analyze the transformation process from external and internal factors,and actively take care of today's reform of primary mathematics textbooks,in order to provide useful inspiration;simultaneously to use the scientific attitude,examine and analize this history,from which to explore some regularity and draw lessons from the historical experience,both have scientific and practical sense of history,and have a strong sense of reality to"make the past serve now", both has practical significance on our current understanding of 21 st century textbooks reform,and also has a very important historical significance for the furore reform trend of our primary mathematics textbooks.At the same time,this series of evolution and change in our country,also show the context of primary mathematics education reform and development,will give us enlightenment to grasp the direction of mathematics curriculum,will be helpful to inherit our tradition of excellence,innovation and the development of mathematics curriculum.The full research is divided into six chapters:ChapterⅠprovides a brief description of the research aims,content,methods,significance and the basic framework of the thesis,as well as the important concept and time frame,geographical area defined,in an effort to enable readers to have an overall understanding and grasping.ChapterⅡreview of domestic and foreign primary mathematics textbooks about historical research, both confirm the previous research achieved,and point out the remaining questions, from the questions,looking for the breakthrough of this research.ChapterⅢanalyze the evolutional clues of the primary mathematics textbooks in the first half of 20th century of our country,to make a historical analysis.Based on important educational policies and events,content development process of the primary mathematics textbooks in the first half of the 20th century is divided into three phases:the first period primary arithmetic textbooks in "New Policy" of late Qing;the second period primary arithmetic textbooks in the early "Min Guo"(1912-1926);the third period primary arithmetic textbooks of the Nanjing ationalist government(1927-1949).Separately discus and analize the historical process of evolution,characteristics and shortage of different stages about the primary arithmetic textbooks.ChapterⅣanalyze the historical changes of the primary mathematics textbooks in last half of the 20th century of our country. Based on the same criteria for the classification,content development of the primary mathematics textbooks in the last half of 20th century is divided into five stages,the first period:primary mathematics textbooks at the beginning of New China built(1950-1957);the second period:the primary mathematics textbooks in the period of socialist construction(1958-1965);the third period:the primary mathematics textbooks in the period of "Cultural Revolution"(1966-1976);the fourth period:the primary mathematics textbooks in the period of bringing order out of chaos,early of reforming and opening up(1977-1985);the fifth period:the primary mathematics textbooks in the period of deepening reform,speeding up socialist economic construction(1986-2000). Apart from the various stages of social political,economic,and cultural backgrounds are different,the civil society of ideas,the actual situation of education also have their own characteristics,they jointly create the different stages of characteristics of priary mathematics textbooks.Chapter V by analyzing the interaction between the evolution of the primary mathematics textbooks and the external factors(such as socio-political, economical,and cultura) and internal factors(such as concept of criculm,mathematics, and knowledge),refine that within an unstable social environment,the development of the textbooks rely mainly on the external factors,and within an stable social environment,the development of the textbooks rely mainly on the internal factors.Only when the external and internal factors from the separation toward integration,that will be better for the development of the primary mathematics textbooks.ChapterⅥsummarize up the experience and inspiration of the development of primary mathematics textbooks in the 20th century of our country,there are eight points to learn from:(1) Stage characteristics of the content reforming about the primary mathematics textbooks.(2) The content of the primary mathematics textbooks should pursuit incremental development in relatively stable case.(3) Two kinds of content arrangement that linear and spiral-style show pendulum phenomenon.(4) The presentation from focus on interpretation to induction.(5) The three major factors that knowledge,children,and society should keep a dynamic balance.(6) The primary mathematics textbooks show six major trends about the development:①from single to general;②from double base to four base;③from the scientific mathematics to living mathematics;④pay attention to the disciplines and contactions between mathematics and other subjects;⑤should search for the the dynamic balance between logical sequence of mathematical knowledge and the development of children in mind;⑥calculation and computer go into the primary mathematics textbooks.(7) It is necessary to face the world and on our own basis,to deal with the relationship between western and localization,adhere to let the foreign things serve China,and the past serve the present.(8) The pipeline fight of the primary mathematics textbooks should keep a dynamic equilibrium between "integration" and "release".The innovation of this research is mainly embodied in the following three aspects:First,based on a large number of original information,I first combine the development of the mainstrseam primary mathematics textbooks of the 20th century of our country more systematicaly,especially for about 138 sets of primary mathematics textbooks in the early fifty years(not including the incomplete statistics of 7 sets of in the liberated areas,and 9 sets in the puppet government) and 16.5 sets of the national common primary mathematics textbooks(ot including the incomplete statistics of 340 sets in the local) in the late fifty years,all of this is a new discoveryof my research.Second,based on the analysis of historical data,from the impact factors summed up that in more unstable social environment,the development of textbooks rely mainly on external factors,in a more stable social environment,the development of textbooks rely mainly on internal factors;external and internal factors should be separated toward integration in order to be more conducive to the development of the primary mathematics textbooks.Third,based on the historical analysis,from the primary mathematics textbooks of 100 years to extract some positive inspiration for today's reform of the primary mathematics textbooks and the primary mathematics curriculum,to be better for understanding and interpretation of the development of mathematics education.Inadequacies of the research mainly expressed in the following two aspects:First,before the liberation,the documents of the primary mathematics textbooks are extremely scatter,fragment;after the liberation,the doucuments of the primary mathematics textbooks are extremely complicated,so the process of data collection is very complex.Therefore,Inevitably there is oversight.Second,the theoretical foundation is weak,and the combination of history and discussion needs to improvement.For centuries,content of the primary mathematics textbooks gradually from single to diversity,from fragment to system,from the discipline-oriented to value-oriented, there are existing inheritances and ingredients,but also a new factor of growth and transmutation.Examine the whole development of primary mathematics textbooks, analyze its evolutional law,recalling the wasted and glory,in order to be better for today and future.So,history will interprete today's primary mathematics mathematics textbooks in a most profound inspiration,and face to the world will also make every mathematics educators clarity their mission.