| The comparative study of primary school mathematics curriculum between China and United Kingdom is rarely. Therefore, to make a comparative study of primary school m athematics curriculum between China and United Kingdom has realistic significance.This study selects the primary school mathematics curriculum standards of China and United Kingdom as the research objects. It mainly uses literature and case analysis method. Also it makes comparison from macro and micro dimensions. The thesis describes the historical development of primary school mathematics curriculum of China and United Kingdom firstly. This provides historical context for the study. Then, it focuses on the comparison from macro and micro dimensions. From macro dimension, It makes comparisons on the form of paper, framework of mathematics curriculum standards, education division of the paragraph, curriculum ideas and objectives. From micro dimension, it focuses on the comparison on the curriculum content and the recommendations of implementation.Based on the above comparisons, I will give the corresponding macroscopic and microscopic conclusion. By considering our concrete national conditions, I will get some reflections on the primary school mathematics curriculum standards in China, in order to provide reference for the reform of mathematics curriculum in our country. Study shows:A macro perspective:(1)The formation of primary school mathematics curriculum text in China and United Kingdom is different. And by comparing the planning factors of curriculum in the text, I found the emphasis of primary school mathematics curriculum between two countries is different.(2)The framework of curriculum standard in China is similar to the United Kingdom’s, but their arrangements are different. Both of the two countries divide the stages of primary school into two paragraphs. The curriculum objectives of China’s mathematics curriculum standard are more comprehensive and systematic, and United Kingdom’s are more detailed.A micro perspective:(1) There are some similarities between the basic ideas of the two countries’mathematics curriculum standards.(2) The coverage of the content of the two mathematics curriculum standards is basically the same. But their presentation is in different ways.(3) Based on the content standard verbs in statistics, it embodies the knowledge of China’s mathematics curriculum is more difficult than the United Kingdom’s, except the statistical content.(4)The capacity point of view, China’s significantly higher than the United Kingdom’s by counting the objectives in each knowledge areas.(5)The recommendations of implementation, both of the countries put forward certain requirements for teachers and consider the teaching should be in accordance with the needs of different students.But they have different in the arrangement of detailed teaching knowledge and the group of different students they considered.Through the comparative study, it gives us some enlightenment. Firstly, we should make full use of the evaluation function of the objective. Secondly, we need to pay more attention to the implementation of mathematics curriculum standard. Thirdly, we should optimize the formulation and revision of the team structure of curriculum standard. Lastly, we have to pay attention to the absorption of complementary of the way of mathematics education in China and Western countries. |
