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

Nowadays, reforms in Mathematics Curriculum are widely carried on in many countries all over theworld, most of which are focus on improving and modifying Curriculum Standards. Therefore thecomparative study of Mathematics Curriculum Standards in China and UK has great actual valueand significance for our further Mathematics Curriculum reforms.This report takes Mathematics Curriculum Standards of the stage of compulsory education in Chinaand UK as the object of study, and analyzes with research method, literature method, comparativemethod and content analysis method. micro-comparative method is used on key points such ascomparison in knowledge capacity, difficulty requirements of content, comprehensive degree ofMathematics Curriculum, and integration with modern information technology, etc. Differences aresummarizee and some feasible advices for emending of Chinese Mathematics Curriculum Standardfor Compulsory Education Stage are put up after the comparative study of Mathematics CurriculumStandard in compulsory education stage in the two countries.Conclusion about the comparative study:(a)Chinese and Britisher have a lot in common in basic concept.(b)Stage of compulsory education are divided into three parts in both countries.(c)Object of our standard is fractionized into Knowledge and skill object and processobject.(d)In terms of content, knowledge is as inportant as capability in British standard, whileChinese standard pays more attention to basic knowledge and basic skills.(e)In terms of expression, Chinese standard is brief and precise, while British standardis more detailed and more lively.(f)Chinese standard is significantly higher than American standard In terms ofKnowledge capacity.(g)In terms of deepness and extent, coverage of the two standard are equal.(h)In terms of cases, though Chinese standard has certain amount of case, these casesare not well illustrated and they are lack of connection. British standard has casesfollowed each part, integrating closely with the content, which makes the standard moreunderstandable and impressive.To consummate our Mathematics Curriculum Standards, I sugguest: (a)Strengthen our content standards part of the process for the formation of knowledge.(b)To further improve our school goals, making it possible to meet the needs of moststudents.(c) To further strengthen the application for ICT.(d) To strengthen further explore the laws of this part of the content with the knowledge.(e) improving the curriculum aims to further strengthen the case.(f) To strengthen the connection of knowledge of high school.(g)To strengthen the connection between subjects.(h)To strengthen the applications of knowledge.(i)To further improve the statistics and probability content requirements.