| As the overall design and basic standard of compulsory education mathematics curriculum,compulsory education mathematics curriculum standard stipulates the nature,concept,goal and content framework of mathematics curriculum as a whole,and puts forward the implementation suggestions of mathematics teaching and evaluation.It is the basis of textbook compilation,teaching,evaluation and examination proposition,and plays an important guiding role in mathematics teaching in compulsory education.The "Mathematics Curriculum Standards for Compulsory Education(2011 Edition)"(hereinafter referred to as the "Curriculum Standard 2011Edition")has guided the practice of mathematics curriculum reform in compulsory education for ten years and played an important role in guiding and promoting mathematics curriculum reform.However,with the progress of the times,the latest requirements of the party and the country and the development of mathematics education,the existing curriculum standards can no longer meet the needs of mathematics education in the new era.On April 21,2022,the Ministry of Education promulgated the "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)"(hereinafter referred to as the "Curriculum Standard 2022 Edition")and began to implement it in the autumn of 2022.What is the inheritance and development of the new curriculum standard revised in three years compared with the "Curriculum Standard 2011 Edition" ? This study will take the junior middle school stage of "Curriculum Standard 2022 Edition" and "Curriculum Standard 2011 Edition" as the research object,and adopt the combination of qualitative analysis and quantitative research.Based on the comparative analysis of the background,arrangement structure,curriculum nature and concept,curriculum objectives,curriculum implementation and teaching cases of the new and old curriculum standards,this paper focuses on the quantitative comparison of the curriculum content of the new and old curriculum standards from three aspects :curriculum breadth,curriculum depth and specific content.Finally,in view of some problems in the research,the mathematics curriculum experts and textbook compilation experts in Hebei Province were interviewed.Through comparative study,the following conclusions are obtained.(1)The conclusion of the comparison of the background of the two editions of the curriculum standards is that the revision background of the two editions of the curriculum standards has both commonalities and differences.Both of them are based on the social background and educational policy guidelines at that time,correct the problems existing in the existing curriculum standards,and absorb and learn from the latest achievements in the field of mathematics at home and abroad.(2)The conclusion of the overall comparison of the two editions of curriculum standards : In the overall framework,the "key competencies connotation" and "academic quality" are added to the "Curriculum Standard 2022 Edition",and the "academic requirements" and "teaching tips" are added to the "curriculum content",which makes the framework of the curriculum standard more perfect and more systematic;In terms of the nature of the curriculum,it points out the positioning of mathematics education,that is,it carries the educational function of "implementing the fundamental task of moral education" and "implementing quality education";On the curriculum concept,it puts forward the key competencies-oriented curriculum objectives,highlighting the national will and the concept of educating people;In the implementation of the curriculum,the " Curriculum Standard 2022 Edition " adds " teaching research and teacher training suggestions ";The teaching cases are also updated,and the teaching demonstration of project-based learning activities is given.(3)The conclusion of the quantitative comparison of the curriculum content of the two editions of the curriculum standards in high school : Compared with the "Curriculum Standard 2011Edition",the curriculum content of the "Curriculum Standard 2022 Edition" generally evolves towards the design mode of "wide and shallow".In terms of the breadth of specific fields,the knowledge points in the fields of "number and algebra" and "statistics and probability" have evolved towards wider direction.In the depth of specific fields,the fields of "graphics and geometry" and "synthesis and practice" evolve towards deeper direction,while the fields of "number and algebra" and "statistics and probability" evolve towards shallower direction.The research is to better implement the new curriculum standard.Through the results of the comparative study and the results of the expert interview,the suggestions for the teaching of junior middle school mathematics teachers and the suggestions for the preparation of new textbooks are given.In terms of teacher teaching :(1)Strengthen the study of new curriculum standards and change the concept of education and teaching.(2)Improve the formulation of teaching objectives,guided by key competencies.(3)Pay attention to the "degree",improve the quality of teaching.(4)Pay attention to the real problem situation and design reasonable problems.(5)Pay attention to the structure of teaching content and construct the whole unit teaching.(6)Develop interdisciplinary project-based learning and strengthen comprehensive and practice.(7)Based on academic quality standards,evaluate students ’ key competencies.In terms of textbook compilation :(1)Strictly follow the requirements of curriculum plans and curriculum standards.(2)Establish standardized,unified,high-intensity academic seminars.(3)Select interdisciplinary content,pay attention to the characteristics of the times.(4)Integrate Chinese excellent traditional culture and implement the educational value of mathematics curriculum.(5)The breadth and depth of mathematics content should meet the requirements of curriculum standards.(6)The expression of teaching objectives in textbooks should be consistent with the requirements of curriculum standards.(7)Teachers ’ books should give examples of teaching objectives that point to key competencies. |
