A Comparative Study Of Chinese And American Primary School Mathematics Curriculum Standards

The gap between education still exists between China and Western countries,if you want to make up for their deficiencies,and progress,we must learn from the merits of others.The understanding of a country’s education should start from the curriculum standards,so that we can not only understand the basic provisions of the subject,but also understand the advantages of teaching reflected in the discipline teaching.In twenty-first Century,both in China and the United States,the curriculum standards have been greatly modified and improved,in this context,the comparative study of the curriculum standards of primary and secondary schools in China and the United States is particularly meaningful.A comparative study based on the curriculum standard,the "compulsory education mathematics curriculum standards"(2011 Edition)(primary school section)and 2010 "common core mathematics curriculum standard(K-12)"(primary school part)as research object.This paper mainly uses the literature method,comparative method and text analysis method,focusing on the development history,the overall framework,the target standard,the content standard and so on.This study found that in the course of the development of curriculum standards,China has a unified national curriculum standards.It has been more than 60 years since the birth of the curriculum standard(Syllabus),and the United States has no national curriculum standards for a long time."Common core curriculum standard" is a beneficial attempt of nationalization of curriculum standards.On the background of the development,there are differences between the two countries in the educational management system,funding support system,the level of mathematics learning and the composition of the curriculum standards.In nature,the nature of the Chinese curriculum standard emphasizes the study of the subject itself,the experience of the students in the process of mathematical modeling and the achievement of the goal of mathematics learning.But the standard nature of the United States emphasizes the pursuit of personal value.In theory,Chinese respectively from the view of curriculum,teaching concept,evaluation concept and the information technology on four aspects,but the United States does not have the exact expression,can be summarized as the purpose for education and employment preparation,the content must be coherent system and the core to master practical skills.In the overall framework,both countrieshave compact structure and level,there are differences in the text layout,division,division of content and other aspects.In the target standard,our country is the multi-dimensional multi-level target division,the United States only lists the standard of practice of mathematics curriculum standards,compared with our country more emphasis on the four basic.In the content standard,the content is divided into different areas,even the same content will also appear different requirements,the requirements of China’s relatively depth than the United States,the two countries attach importance to the concept of space,sense,data analysis ability,comprehensive practice ability training students.By comparison,we think that our primary school mathematics curriculum standard revision should pay attention to the basic knowledge of training,strengthen the link between the knowledge,to enhance the flexibility of curriculum standards to guide practice,should reflect on the interdisciplinary communication importance in the curriculum standard,should pay attention to the number of value and role in the basic education,should pay attention to mathematical practice and mathematics and the life relation.