Research On The Value And Practice Of Course Objectives In?Mathematics Curriculum Standards For Senior High Schools?

Mathematics course is the main course of general senior high school,which has the characteristics of foundation,selectivity and development.Mathematics curriculum standard of senior high school guides the teaching practice of senior high school,reflects the value orientation of senior high school education,and plays a vital role in further optimizing curriculum structure and deepening curriculum reform of senior high school education.The curriculum objective in curriculum standards is the basis of curriculum design.It restricts the curriculum development,implementation and evaluation,and guides educational practice.It is directly related to the quality of education and teaching.The value concept of curriculum objective is the implicit embodiment of culture in curriculum objective.Studying the value concept of curriculum objective is conducive to the effective implementation of curriculum,enhances the guidance of curriculum standard,and improves the operability of curriculum standard.From the perspective of curriculum development theory,curriculum objectives usually have three different value orientations: social value,disciplinary value and humanistic value.In different periods,people have different views on the focus of social needs,the nature and value of knowledge,and the law of students' physical and mental development.Although these three values are different in the development of mathematics curriculum,they are indispensable.They play different roles in the development of mathematics curriculum and guide the practice of mathematics curriculum at that time.Firstly,this study combs the curriculum objectives of high school mathematics for more than one hundred years,and analyses the value evolution of social,disciplinary and personal needs of high school mathematics for more than one hundred years.It is found that in the development of mathematics,social needs have always occupied the first place.Discipline needs and individual needs have gradually been paid attention to.Social needs,disciplinary needs and individual needs generally show a trend of mutual integration and common development.Secondly,aiming at the history of curriculum objective evolution of mathematics curriculum standard in ordinary senior high schools,this paper explores the current situation and value demands of social value,subject value and humanistic value of mathematics curriculum in senior high schools.The sociality of education and the applied value of mathematics lead to the priority of practical value in mathematics curriculum.The deepening of discipline culture development and the refinement of discipline literacy mean that discipline consciousness is becoming clearer and clearer.The emphasis on individual development and the demonstration of humanistic value in knowledge show that humanistic value in mathematics curriculum is gradually returning to its original position.Then the social needs,subject knowledge and personal development are dialectically integrated into the process of mathematics curriculum development.In terms of curriculum content setting,the form of expression of curriculum content is closer to real life.The curriculum content comes from practice,which reflects the satisfaction of curriculum objectives to social needs.In the course of curriculum implementation,personal value is highlighted through the attention of students and teachers.In the course evaluation,through the pluralism of subject evaluation and evaluation form,it shows the pluralistic blending of individual,subject and society in the course preparation.Finally,it discusses how to realize the social value,disciplinary value and humanistic value in the curriculum objectives of the four high school courses: function,geometry and algebra,probability and statistics,mathematical modeling activities and mathematical inquiry activities.From the perspective of curriculum content and evaluation,the scientific spirit,humanistic spirit and discipline spirit in the implementation of mathematics curriculum are embodied through specific teaching cases.