A Study On The Minimum Capacity Of "Graphics And Geometry" In The Mathematics Curriculum Standard Of Compulsory Education In China

It is research results, which is about "researching on the teaching reform of science teaching in primary and middle schools in Minority Areas", showing our country’s mathematical learning status of students in minority nationality regions on the whole and only half of the national standard or lower which basically in the level of the failed. This outcome reflects a fact that our country curriculum standards requirement is high, the content is too difficult. In another way, it is the main form that teaching in our country is still "the teachers teaching and the students listen to the teacher", which style leads to examination-oriented education and the sea of exams tactic are widespread in country. Then, burden reduction is always the topic about curriculum revolution from the beginning of twenty-first Century to now. But student’s homework loads are increasing rather than reducing. Can’t help but make me doubt about these questions:what are the reasons for the above problems about our country compulsory education besides the geographical position of the ethnic minority areas, ethnic culture, education level and lower objective factors? Whether there is a direct relationship about the curriculum standard both amounts and qualities?In addition, I, study mathematics curriculum standards of compulsory education in various countries, discovered that it is the minimum that all countries of the world require the curriculum standards of compulsory education. But our country is far more than these standards. Moreover, there is no minimum, at least or at the least curriculum standard research in a large number of studies on this content of compulsory education in China. This article revolves these above-mentioned problems, considering is there exists a "minimum" "lowest" or"minimal" course system from a course content standpoint and regarding this as satisfying compulsory national mathematical curriculum standards.In order to achieve this research objective, this paper defines the content of the curriculum which is in accordance with the "minimum" curriculum standard, formulating the "growth", "usefulness", "education valued" screening principles. Then, it is based on it’s to adopt a text analysis and statistical analysis as main research methods, analysising from the following four perspectives:Firstly, compare "Compulsory mathematics curriculum standards" with the curriculum content in 10 countries. Secondly, it contrasts "Compulsory mathematics curriculum standards" with the course content over the years. Thirdly, we make a growth analysis for "Compulsory mathematics curriculum standards" course content and "high school mathematics curriculum standards (trial version)". Fourthly, whether or not would help students cultivate the "core mathematical literacy"with" Compulsory mathematics curriculum standards ".As a result of four fields involved in the contents of "curriculum standards (2011 version)", it has large quantity and wide rang. It is based on the above principles to adopt the method of text analysis only analyzes the content of "graph and geometry". At last, we conclude the"minimum"curriculum contents standards scope of graph and geometry. Where in:1. Quantitative aspects:Including curriculum content standard 50 items, it less than 82 comparing with curriculum content standard 132 items of graph and geometry by now, which is insufficient two fifths corresponding curriculum content standard quantities.2. Course difficulties:Compared with the existing curriculum standard "graphics and geometry" in the field of difficulty requirements, it reduces the difficulty of the requirements of the content of 28 items, with the content of 22 items difficulty has not changed. In general, the magnitude of the difficulty required to reduce the requirements to reach 56%.From the above two aspects can be seen, it is possible to achieve the goal of balanced development of education and promote the all-round development and the healthy growth of students to our compulsory education mathematics curriculum standards of curriculum content by the "reduction of the number of courses", "down low content of curriculum difficulty" to control the student schoolwork burden as well as increasing the curriculum elastic.