A Comparative Study On High School Mathematics Curriculum Of The Netherlands And China

In this study, literature and Comparative methods were used to compare the differencebetween China and Netherlands in mathematics curriculum in high school from aspect of idea,goals, frame and content and enlightenment was got from their respective characteristics. Firstly，this research reviewed the two countries in nearly30years of high school mathematics curriculumreform, the comparison of the two countries in the high school mathematics curriculum idea;Secondly, the study expounded macroscopic comparison of the two countries of high schoolmathematics curriculum goal; Thirdly, the article built from the overall comparison of the twocountries in the high school mathematics curriculum framework; Fourthly, based on the principlesof equivalence the research divided the mathematics curriculum of China and the Netherlands toalgebra, geometry, calculus, probability and statistics four parts, respectively, from the choices ofcontent and layout, content breadth and depth and so on several dimensions to compare the highschool mathematics curriculum content of the two countries.The following results were concluded:1.In aspect of curriculum idea, china emphasized basiceducation and Netherlands preferred to realistic education.2.In aspect of curriculum goals, chinaemphasized goals in specific way and paid more attention to basic knowledge and basicskills,while Netherlands preferred brief goals and emphasized the mathematics language toexpress and describe the relation of changing life.3.In aspect of curriculum frame, china adoptedmodule partition and Netherlands was direction partition4. In aspect of curriculum content, bothchina and Netherlands choose function as the commanding effect and arrangement mode weremainly increased by spiral, and Netherlands content was more life-stylized. These conclusionsgave the following enlightenment to china curriculum reform: Firstly, China should attendinternational mathematics comparing project in large scale. Secondly, China should play thecommanding effect of high quality research team. Thirdly, china should improve the mathematicsteachers’ autonomy. Fourthly, china should draw lessons from the life-stylized mathematicspresenting mode of Netherlands.