| Curriculum standard is a document that has received widespread attention from curriculum researchers all over the world.In the mathematics curriculum standards of various countries,the presentation of function which reflects that function is the key content in the curriculum is regarded as an independent theme.And at the same time,function is also the bond between algebra and geometry.The introduction and preliminary study of functions is in the junior high school period,and the curriculum standards in the junior high school period have clear requirements for the contents of functions.The followings are the research questions:(1)What are the characteristics of the content distribution and content breadth of functional parts in the eight national mathematics curriculum standards?(2)What are the characteristics of the depth of the functional contents in the eight national mathematics curriculum standards?(3)How difficult is the function part in the mathematics curriculum standards of the eight countries? What are the characteristics?First of all,the content distribution of mathematics curriculum standards for junior high schools in eight countries is compared and studied through text analysis:the introduction of function part,the distribution of function knowledge topics,the developed sequence diagram and cluster analysis of function content in various countries.Secondly,the curriculum standard function parts of different countries are coded from the dimension of knowledge subject,and the coding consistency is above 87.5%.Then,the overall knowledge breadth is compared by calculating the content breadth of the curriculum standard function parts of different countries.Furthermore,the breadth of each knowledge topic will be calculated and a comparative study of each knowledge topic will be made.What’s more,coding is carried out from the cognitive requirement level,the consistency of which is over 85%.The content depth is calculated from three aspects:overall knowledge depth,cognitive level and core content.Finally,the difficulty characteristics are obtained according to the content breadth and content depth.The following conclusions are drawn: First,the rank of each country’s curriculum standards content breadth is showed as following: China(G=1.00),Australia(G=0.85),Japan(G=0.80),Singapore(G=0.55),South Korea(G=0.50),Finland(G=0.45),United Kingdom(G=0.40)and United States(G=0.40).Second,the content depth rank of each country’s curriculum standards is included:Japan(S=1.00),Australia(S=0.94),South Korea(S=0.87),Singapore(S=0.84),United States(S=0.84),China(S=0.83),United Kingdom(S=0.78),Finland(S=0.75).Third,the following is the difficulty rank of curriculum standards in different countries: Japan(N=0.92),Australia(N=0.91),China(N=0.90),Singapore(N=0.73),South Korea(N=0.72),United States(N=0.67),United Kingdom(N=0.63)and Finland(N=0.63).Remarkable features of curriculum standards in various countries:the United States,Britain and Finland attach importance to basic education.Both of them advocate consolidating the foundation;for another,the United States also attaches importance to the application of mathematical life;Singapore and Australia attach importance to information technology and advocate the application of mathematical software.At the same time,both countries attach importance to the study of functional images.Australia,China and Japan attach importance to the relationship between function and equation.Through the research on the content difficulty of the curriculum standard function of the eight countries,the following enlightenment is obtained:First,the inspiration for advancing mathematics curriculum:the function content should be detailed and arranged according to grade;Strengthen the connection between function content and real life,and cultivate students’ ability of solving practical problems;Pay attention to the application of information technology and advocate the application of mathematical software in function teaching.Infiltrate local culture through functional content and integrate values ’education.Second,the enlightenment of function teaching is enhancing teachers’ comprehensive ability and better grasp of the function curriculum standard;grasp the practical significance of analysis from the perspective of students.Based on the above research,the following suggestions are put forward: First,grasp the depth of knowledge and focus on it.Second,attach importance to the teaching of plane coordinate system and strengthen the connection and bond between knowledge.Third,the aim of the rational use of information technology is to stimulate students’ enthusiasm for learning.Fourth,pay attention to the combination of life reality,learn to apply what you learn.Fifth,deepen the understanding of knowledge through the combination of numbers and shapes. |
