A Study On Curriculum Standards Of Mathematics For Fundamental Education In British Columbia Canada

With the innovation of science and technology in the 21 st century,countries have carried out a new round of curriculum reform oriented by core literacy.Canada is a developed country located in North America,including ten provinces and three regions.In terms of education,Canada is jointly supervised by the federal,provincial and regional three parties.British Columbia,Canada as one big cultural province of Canada,has the advanced education system in the world.Pay attention to the mathematics curriculum standard fundamental education stage,which helps us to grasp the biggest province mathematics curriculum standard present situation and summarizes the general rule of curriculum standard revision,together with the present situation of mathematics curriculum standard in our country.This paper provides some suggestions for the revision of mathematics curriculum standards in our country.Therefore,based on the philosophy of mathematics education and Taylor’s curriculum principle,this study uses the SEC analysis paradigm,adopts the literature method,the comparative method and the case study method to study the mathematics curriculum standards in the elementary education stage of B.C,Canada.Three research questions were set as follows:(1)How about the curriculum standard of B.C,Canada?(2)What mathematical educational philosophy is reflected in the mathematics curriculum standard of B.C,Canada?(3)How about the curriculum content of B.C province mathematics curriculum?First of all,for the first research question,the literature method is adopted to introduce each part of the mathematics curriculum standard in B.C province in detail from the perspective of the curriculum standard structure.Secondly,for the research question 2,from a macro perspective,by Ernest for the classification of mathematical education philosophy,respectively from two aspects: basic principle and the subsidiary principle,analysis of math the biggest province in two levels,a total of 12 elements of the mathematics education philosophy idea concrete manifestation,and then summarizes the biggest province reflect what mathematics education philosophy.Finally,for the research question 3,based on Taylor’s curriculum principles,this study starts from the selection and organization of curriculum content,which are two important links in curriculum development,and uses the SEC analysis paradigm for reference.It also constructs the evaluation criteria for the important topics of curriculum content and the continuity,sequence and integration of curriculum organization,and then analyzes the selection and organization of mathematics curriculum content in B.C.province of Canada.Through the study of the curriculum standard of mathematics for grades 1-12 in B.C,Canada,the following conclusions are drawn:(1)The curriculum standard of mathematics for grades 1-12 in B.C,Canada,has three parts: preface,curriculum development and supporting;(2)B.C province mathematics curriculum standards focus on core literacy,pay attention to multiculturalism and promote flexible teaching;(3)The mathematics curriculum standard of B.C province reflects the philosophy of mathematics education of the progressive education school and the mass education school;(4)Mathematics curriculum standard of B.C province chose numbers,operation,geometric concepts and consumer applications as the important subjects of course content;(5)On the whole,the course content is well organized,with good continuity and sequence,but poor integration.Based on the research conclusions and the current situation of our mathematics curriculum standards,the following suggestions are put forward for the revision of our mathematics curriculum standards :(1)Appropriately increase the curriculum content under the theme of number and operation;(2)The introduction of algebra topics is gradually brought forward to the first grade of primary school;(3)Increase interdisciplinary comprehensive practical activity courses;(4)The idea of the fusion of national culture and mathematics should be put forward clearly;(5)The advantages of various philosophies of mathematics education should be reflected comprehensively,and the tendency of "single concept" should be avoided.