The Comparative Study Of Junior Middle School Mathematics Curriculum Between China And Ethiopia

With the continuous advancement of the basic education curriculum reform,all countries are constantly improving their own curriculum theory and curriculumpractice research for obtaining the right to speak in the international education competition.In recent years,the exchanges and cooperation between China and Africa in the field of culture and education are deepening,this makes domestic scholars increasingly concerned about the African mathematics curriculum.Since 2015,China already has some researches about Ethiopia's mathematical curriculum.However,there are very few studies on Ethiopian curriculum in our country at present,the research content is relatively rough and limited to outline review,failed to study the curriculum standards and materials in depth.Therefore,this paper not only makes up for the shortcomings of the current Ethiopian mathematics curriculum research,but also provides some guidance for perfecting the Ethiopian mathematics curriculum.On the basis of in-depth understanding and analysis of Chinese and Ethiopian mathematics courses,the paper is based on the "Full-time Compulsory Education Mathematics Curriculum Standard(2011 Edition)" and the Ethiopian Secondary Education Mathematics Course(2009 Edition).Comprehensive adopts literature analysis,text analysis and comparative study of the method,trying to compare mathematics curriculum standards(syllabus)and mathematics textbooks of the junior high school in two countries.Then,the paper summarizes the similarity and difference between Chinese and Ethiopian mathematics courses for outlining the optimization of junior high school mathematics curriculum picture for two countries.Before comparing China and Ethiopian math courses,we should compare the junior high school mathematics curriculum standards(syllabus)between the two countries at first.And it's necessary for the paper to specific the content which including the curriculum background of curriculum standards,the objectives of curriculum standards,the structure and the content of curriculum standards.Secondly,comparing and analyzing the preparation of ideas,organizational structure,presentation and curriculum content of the four aspects of the two junior high school mathematics teaching materials are also important.The study found that the standard subject,section,the total year and the student age requirements and the distribution of curriculum content and other aspects are similarity in the course of junior high school mathematics curriculum between China and Ethiopia.At the same time,the study found that the composition documents,the development personnel,the arrangement mode and the target content have certain differences in the curriculum standards of the two countries.In addition,the arrangement,curriculum content requirements and the"probability and statistics" content of the design ideas and content settings and other is differences in the two countries of junior high school mathematics teaching materials.Therefore,the study has the following vision for the optimization of Chinese junior high school mathematics curriculum:to strengthen the curriculum objectives and curriculum content convergence strategy in complete the coherence as a point;to build a platform for curriculum objectives and competency goals based on the unified integration;to clear the purpose of effective integration in the curriculum and teaching materials penetration mechanism of the culture;to treat the "probability and statistics" content of the competitive landscape rationally based on the information technology.The following hope is for the improvement of the mathematics course in Ethiopia:to combine the multimedia and mathematics courses in the background of information technology;to pay attention to cultivate students'non-intellectual factors by following the humanism;to get rid of the inherent teaching philosophy of the Bureau,as a starting point of teacher development.