An Investigation On The Implementation Of Three - Dimensional Objectives In Middle School Mathematics Curriculum

With respect to the "Outline of Basic Education Curriculum Reform (Trial)", the Ministry of Education department proposed requirements on the course objectives from three aspects: "knowledge and skills", "process and method", "attitudes and values". These requirements constituted the "three-dimensional target" of our current course system. Since the curriculum reform started from the beginning of this century, the "Three-dimensional target" became very popular but at the same time, caused many contentions. How did the maths teachers in middle schools recognize the "Three-dimensional target" in the past ten years and how did they recognize those contentions? What is the current situation of the "three-dimensional target" implementation in middle school mathematics curriculum? These realities empowered the writer to do the research and investigations.The writer used several ways to do investigations and analysis according to the current situation of implementing of the "Three-dimensional target" in middle schools maths’ teaching which are "Literature research", "using questionnaires" and "classroom observation". Specifically:First of all, in this paper, by reading the relevant literature, we clarified the meaning of the "three-dimensional target" and also had a preliminary understanding of the contentions and confusions that people had during the implementation of the "three-dimensional object". By comparing between the standard of middle school mathematics curriculum and the original goals of the course declared in syllabus, we interpreted the specific content of "three-dimensional target" in middle school mathematics curriculum, and also we raised the issue about how to converge the curriculum goals in high schools and middle schools:(1)From of the structure aspect of curriculum goals:Middle school curriculum goals are mostly interpreted from four dimensions:"knowledge and skills", "mathematical thinking", "problem solving" and "emotion and attitude". Meanwhile, the high school curriculum "standards" are from three dimensions: "knowledge and skills", "process and method", "attitudes and values".(2)From of the content aspect of curriculum goals, the differences are from "quad-base" and "dual-base" and also from requirement on the "evaluation and reflective consciousness",and on the "appreciation of the beauty of mathematics"Moreover, through self-made questionnaire and reliability analysis, the writer investigated some middle school mathematics teachers in Jiangsu province, to know how much they had known about the "three-dimensional target" and also discussed about the problems that the teachers faced while designing, implementing and evaluating the "three-dimensional target". The writer made several conclusions:(1) Teachers do not have enough understanding about the "three-dimensional target". (2) The goal design does not have obvious guidance. (3) "Care for this and loss that" happens while teaching in class (4) Deficiencies exists in teacher’s self-reflection and student-evaluation.After that, the writer had a deeper recognition over the implementation of "three-dimensional target" after a continuously observation on a unit teaching in the classroom. Two conclusions:(1) teachers are generally able to grasp the goal-deign-basis in terms of target’s pre-set, but has less involvement in "emotions, attitudes and values" aspect and even worse, has less accuracy in target expression.(2)In terms of target achievement, the "Knowledge and skills" target has a better realization.The experiential goal’s achievement is not ideal, teachers had difficulty in achieving hierarchical teaching and also their ways of dealing with generative targets are not mature enough.In the end, according to the problems the teachers faced during implementing the "three-dimensional target", and from the aspects of "Improving the theoretical understanding", "Inhancing the target preset", "Building effective strategies", "Promoting reflections", the writer proposed some suggestions. Hoping that this paper will provide a reference for middle school math teachers in realizing the "three-dimensional target" during teaching.