Research On The Reform Of Mathematics Curriculum In Contemporary British Primary Schools

Since the 21 st century,the British did not get ideal achievement in the mathematical test such as PISA and other international tests,especially in the PISA test,British students' mathematical performance was significantly worse than Chinese students,so that the British began to learn advanced experience from China and they officially opened the Sino-British mathematics Teachers exchange activities in 2014,with the progress of activities,the British continue to learn China's excellent primary school mathematics curriculum and teaching experience to enrich and improve their own courses and teaching.Compared with our country,there is also something deserve us to learn from the reform of primary school mathematics curriculum in Britain,such as the reform of primary school mathematics curriculum based on the results of international test,the experience of contemporary British primary school mathematics curriculum reform,and that is helpful to the promotion of Chinese elementary school mathematics curriculum reform.Therefore,this paper analyzes the reform progress of contemporary English primary school curriculum and their reform of curriculum objectives,course content and curriculum evaluation base on literature research.The main contents of each chapter are as follows:The reform process of contemporary British primary school mathematics curriculum mainly includes two development periods.The former period from post-war II to 1988 can be subdivided into three periods: the modern mathematics movement period,the progressive education period and the establishment of national primary mathematics curriculum;The latter period since 1989 to now has undergone the 1993 reform,the 1997 reform and the 2011 reform,respectively,implemented the 1995 curriculum,the 2000 courses and the 2014 courses.The reform of mathematics curriculum goal in contemporary British primary school mainly reflected in four aspects: the guiding ideology,the content,the level and the concrete content.The guiding ideology is enriched and adjusted.The content field is reduced from the initial five to three.The level of the key stage 1 remains as usual.The level of the key stage 2 from level2-6 to the level 2-5,but the level description is canceled in 2014.The requirement of number and algebra,graph and measurement and the statistical target has developed.The reform of the content of mathematics curriculum in contemporary English primary school is mainly embodied in three aspects: content module,content structure and concrete content.The course content module includes three parts: number and algebra,graph and measurement,and statistics and the content structure of these parts is more streamlined and clear;the content of these three parts the content is slightly increased,the difficulty of the content has improved.The reform of the evaluation of mathematics curriculum evaluation in contemporary English primary schools is mainly embodied in the three aspects: evaluation purpose,evaluation method and evaluation management institution.The evaluation purpose has gone through three period of development: promote students to lean,for students to learn and test students.The evaluation method has three development process: from the combination between teacher evaluation and standard evaluation task,to the combination between teacher evaluation and examination,and then to the combination between external responsibility that schools should perform and independent evaluation.The evaluation of the regulatory agencies transitioned from decentralized and independent management to the unified management.The process of reform of primary school mathematics curriculum in contemporary Britain has always been controversial.The goal of the course has maintained elastic and delaminated.The content of the course has always kept pace with the times.The theory and practice of curriculum evaluation have been disjointed.Contemporary English primary school mathematics curriculum enlightened us: to steadily promote the curriculum reform and pay attention to the effect of curriculum reform;to constitute flexible curriculum objectives and pay attention to individualized teaching;to make the curriculum evaluation diverse and flexible and pay attention to teachers' participation;to maintain the unity and diversity of curriculum content and pay attention to the autonomy of schools.