Comparison On The Stage Of Compulsory Education Between Chinese And American Mathematics Curriculum Standards

China's mathematics education reform at this stage still further implementation, the mathematics curriculum standards are among the perfect.Based on this study, the mathematics curriculum and the United States, China and the United States to select the mathematics curriculum standards as a comparison, the main use of literature, comparative analysis and case analysis, the focus of school mathematics from the compulsory education division of the paragraph, framework curriculum standards, curriculum ideas and objectives, curriculum content standards, curriculum evaluation criteria, such as the implementation of the proposed comparative study of several aspects. At the same time, the structure from the content standards, the breadth, the specific content of a text in terms of comparison, the behavior of the content standards for the statistical comparisons of the verb. In a comparative basis, summed up summed up the advantages and disadvantages of each other.At the same time, for China's specific national conditions of China's compulsory education curriculum reform reflect the mathematical study, with a view to China's ongoing reform of secondary school mathematics curriculum for reference and reference.Study shows that:A macro perspective: (1) the same point: the two countries marked courses in various fields are jointly developed by educators; the division of the two places are basically the same as above, will be the stage of compulsory education is divided into three places above, and in accordance with these three academic content standards above the start; two classes of students are clearly marked in the corresponding paragraph should learn to achieve learning objectives of teaching, while the content of a limit order does not, for the diversification of teaching materials and teachers teaching in a creative way to stay a larger space. Two courses in mathematics and the expectations of the standards are the same. (2) points: the subject of the enactment of the two different classes, different levels of guidance, the effectiveness of play are different; curriculum standards between the two countries in different ways, such as scheduling.Microscopic point of view: (1) between the two countries in some of the basic concepts have a lot in common. (2) the content of the standard layout, the United States the standard of some of the more detailed the ability of standards and knowledge of a separate standard; the number is divided into several areas of algebra and algebra and operator of two parts, the geometric field of geometry and measurement into two parts.(3) description of the language, and detailed curriculum standards in China, the United States implicitly abstract standards. (4) the capacity point of view, China's significantly higher than the United States. Three areas of content standards in China add up to a total of 251 standards, 168 standards of the United States, a difference of more wealth. From the field point of view, statistics and probability is not very different between the two countries, the number of algebra and graphics standards for space and be more a difference of a few.Paragraph from the school point of view, the gap between the first two paragraphs of smaller places, the first paragraph of our study are 48 standards, 43 standards of the United States; the second paragraph of our study are 61 standards, 63 standards of the United States. Larger difference between the third Xue, China has 142 standards, 62 standards of the United States. The main reason most two-fold: on the one hand, because of the linguistic description of a broader American Standard abstract, a word mentioned in a lot of content, and our standard of clear and specific, the contents of each language are described in detail; Another reason is: in the third paragraph of learning standards contained in the knowledge content is much higher than the United States.Algebra curriculum standards in our country involved in the algebraic expression, equations, inequalities, algebraic functions, such as rich system, the system will enrich the contents of more natural. Although according to "outline" than the standard Continental to cut a lot of geometry, but the planar graph to prove the nature and content of reasoning is far more than the United States. Because of China's statistics and the probability of the emergence of the content of late, direct and international standards in some developed countries, so the difference is relatively small. (5) depth and breadth of knowledge point of view, the standard American curriculum content coverage, but the content is often the initial contact, there is no depth to start. (6) of view of the case: The United States standard cases are given in detail, the case demonstrated the teaching and learning above the cognitive characteristics of students.China is not the lack of standard class case, but the case did not give a description of the place where isolation can not be good to play a role. (7) from the distribution of action verbs: knowledge and understanding of China and the United States level, the frequency of the behavior differences verb, the verb to understand the behavior level of China's nearly 0.16 higher than the U.S., the United States understand the level of action verbs frequency is much higher than China's a difference of 0.25. Standards require that the United States to understand the major mainly because the United States standard than the low starting point of China's more difficult than the standard small.The contents of the depth of our standards higher than the United States, the content of capacity than the United States, so understanding the establishment of knowledge from multiple levels. Master, flexible applications and to explore the action verbs levels are basically the same frequency. Standards in the United States did not experience the level of experience and action verbs.On this basis, in order to better improve the mathematics curriculum standards for China and the United States, we believe that: in the "algebraic number" standard, the need for "the introduction of the lower grades in the learning mode, algebraic thinking informal penetration"; on "Space and geometry, "the field of standards, the need for" stronger in the lower grades for students to further the cultivation of a sense of space "; in, on" Statistics and Probability "standard, the need to" change the concept of teaching. " Its At the same time, changes in curriculum standards, the proposal to adopt the following recommendations: (1) the ability of the standard target in the goal and content integration; (2) improving the curriculum aims to further strengthen the case; (3) further strengthen the curriculum goals, course content continuity and integrity; (4) to strengthen the links between the mathematical knowledge.