A Comparative Study On The Standards Of Mathematics Curriculum In China And Japan

The mathematics curriculum standards as the guidance of textbook compilation, mathematics-teaching and students’ achievement-evaluation, its content and form is reasonable or not concerning the level of a country’s mathematics education. In recent years, in order to meet the needs of the new economic era of talent structure, various countries have made adjustments to the curriculum. In order to train with the mathematical literacy of citizens, all countries have promulgated the new mathematics curriculum standard.China and Japan, belong to the Asian cultural circle, with a similar cultural origins. In recent years. Japanese mathematics education reform draws on Western reform ideas and experiences, to integrate into the traditional and formed its own characteristics. Its achievements in primary mathematics education reformation, are especially paid great attention by the other countries in the world. However, with the rising of the new curriculum reform, comparative analysis is not much to the current text in Japanese and Chinese mathematics curriculum standard. Therefore, on a comparative study of Japanese and Chinese mathematics curriculum standard has certain practical significance. By comparing the difference between the analysis of mathematics curriculum reform in both countries, it is very important for Chinese primary school mathematics curriculum development.In this paper, selecting Chinese and Japanese primary school’s mathematics curriculum standards as the research object, the integrated use of the literature method, content analysis and comparison method. This article of the Chinese "standard" and Japanese "Essentials" of macro and micro comparison from the five aspects. In macro, first of all, introducing the background of current primary school mathematics curriculum standards; Secondly, on the whole structure, the standard compilation idea and the curriculum goal of two countries are introduced, then compared and analyzed. At the micro level, respectively, curriculum content on two standard from the "number and algebra, geometry and figure, data processing, comprehensive and practical" are compared and analyzed in detail. The above comparison of macroscopic and microcosmic, respectively, the corresponding conclusion is drawn.The last part of the paper, in view of the above conclusion and considering China’s specific national conditions, the author makes some reflections on the mathematics curriculum reform in our country primary school, get the following revelation:to improve the present form, optimize the curriculum standard; the Curriculum Revolution must be reasonable, not blindly reduce difficulty; lay the mathematical foundation, cultivate students ability; Change the teaching idea, and construct the platform implementation of curriculum, to promote the curriculum reform. In addition, China should learn from foreign advanced ideas and experiences, but also inherit the tradition, to form their own advantages and characteristics.