A Research On The Implement Difficulties Of The New Mathematics Curriculum In Senior Highschool

The new experimental high school curriculum starts in the fall of 2004 in Shandong, Guangdong, Hainan and Ningxia, and then across the country in an orderly way. The curriculum reform changed a lot in the curriculum system and the curriculum rationale, it also had aroused widespread concern. However, each progress of a curriculum reform will not be easy and always encountered a wide range of difficulties in the implementation. Teachers can understand the situation of the implementation of the new curriculum as core strength of the curriculum reform.This paper take the teachers who participate in high school new curriculum reform in some provinces and cities as the object of the study. We investigate the problems through issueing and withdrawing the questionnaires on"the difficulties of the new high school mathematics curriculum implementation ", then analysising the items by the data we collected through SPSS.The research studied and explored the new courses of high school mathematics difficulties in the implementation of the structure and the status quo, and analysis the differences in sensory of difficulties on different gender, age, region, city, schools, educational background in the implementation of new courses.By analysising the results of the research and its causes, finally exploring some ways to eliminate or reduce the difficulties encountered in the implementation , so that the teachers can better identify and actively involved in the reform of the high school mathematics ,and play a positive role in the construction and development of teacher's teams.Finally, results show that: teachers generally felt that the preparation and evaluation of teaching methods is an important factor that affect the smooth implementation of the new curriculum; the older teachers used to emphasis more on methods of evaluation; middle-aged teachers are better than the old and young teachers in their own ability; urban and provincial schools have far more curriculum resources than schools in towns; the higher grades, the more emphasis on evaluation of teachers; teachers of Senior Two demand more in curriculum resources than the two other grades; the more time new the new curriculum implement, the more resources their have.