Mathematics Curriculum Standards of China
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Transcript of Mathematics Curriculum Standards of China
Mathematics Curriculum Standards of China
Sun XiaotianSun XiaotianCentral University for Central University for
NationalitiesNationalities
Beijing, P.R.ChinaBeijing, P.R.China
[email protected]@cun.edu.com
5
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3
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12
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10
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20%
47%
96%
12
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PrimaryPrimary
JuniorJunior
SeniorSenior
HigherHigher
EduEdu
Ⅲ
Ⅳ
Ⅱ
Ⅰ
Education SystemEducation System of Chinaof China
Gra
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mp
uls
ory e
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ca
tion
Co
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Critical GradeCritical Grade
Framework (or Standards) Construction
The first one issued in 1950(The first one issued in 1950(StandardsStandards))
And then in 1956And then in 1956 、、 19631963 、、 1978 and 1986 1978 and 1986 ((frameworkframework) successively but irregularly ) successively but irregularly
The 1986 version revised in 1999The 1986 version revised in 1999
The latest version, Mathematics Curriculum The latest version, Mathematics Curriculum Standards(MCS), issued in Standards(MCS), issued in 2001(for Compulsory 2001(for Compulsory EducationEducation) and ) and 2003(for Senior Secondary2003(for Senior Secondary))
Key Factors for The New MCS
• Government guidingGovernment guiding
• Research projects supportResearch projects support
• Ideas of MCS’s working groupIdeas of MCS’s working group
1. Government Guiding
The National Curriculum Framework for The National Curriculum Framework for Primary and Secondary Education (NCF)Primary and Secondary Education (NCF)
—Issued by the State Ministry of Issued by the State Ministry of Education(2000)Education(2000)
Main Principles of NCF
The process of acquiring knowledge should be the process of forming the view of value as well
Content should be associated with social life and keeping attention on students' interests and practices
Students should be encouraged to take active participation in investigation, field work, communication and cooperation
The adopted curriculum structure is to The adopted curriculum structure is to be synthetic, balanced and optionalbe synthetic, balanced and optional
Assessment aimed at helping students Assessment aimed at helping students build their self-awareness and self-build their self-awareness and self-confidence and improving teaching confidence and improving teaching
NCF’s key sentence is:
Developing students’ life-long desire for learning and learning capability
2. Research Projects
The relations of society needs The relations of society needs and math curriculumand math curriculum
The relations of math science and The relations of math science and school mathematicsschool mathematics
The relations of math study and the The relations of math study and the healthy development of a student’s healthy development of a student’s body and mindbody and mind
How the students learn mathematics How the students learn mathematics
Understanding the trend and Understanding the trend and characteristics of international math characteristics of international math curriculacurricula
— Most of the project’s outcomes are Most of the project’s outcomes are included in a two volume collection:included in a two volume collection: The 21The 21stst-century view for the math -century view for the math education in China(1999)education in China(1999)
The content of school mathematics should The content of school mathematics should be meaningful, realistic and challenging be meaningful, realistic and challenging
The content should come with the The content should come with the processes that produce itprocesses that produce it
All students should learn mathematics, and All students should learn mathematics, and school mathematics should be essential, school mathematics should be essential, valuable, and appropriate to students’ need valuable, and appropriate to students’ need of learningof learning
3. Ideas of MCS’s of the Working Group
Math teaching should take into the Math teaching should take into the consideration of the students’ personal consideration of the students’ personal knowledge and experiencesknowledge and experiences
Practice, independent investigation as Practice, independent investigation as well as cooperation should be an well as cooperation should be an important way for students to important way for students to understand and grasp the math understand and grasp the math
In the math classroom, not only the In the math classroom, not only the teacher play a key role but also teacher play a key role but also students play their partsstudents play their parts
Math curriculum should Math curriculum should integrate the modern integrate the modern
informatics technologyinformatics technology
Assessment is aimed at helping Assessment is aimed at helping students build their self-awareness students build their self-awareness and self-confidence, and helping and self-confidence, and helping teachers to improve their teachingteachers to improve their teaching
MCS Participants Mathematics professorsMathematics professors
Mathematics educatorsMathematics educators
Mathematics teaching field practice coordinatorsMathematics teaching field practice coordinators
Classroom teachers, most being expert Classroom teachers, most being expert teachersteachers
70%70%
30%30%
Two Groups in MCS
Compulsory Education Compulsory Education
Senior secondary EducationSenior secondary Education
ToTo design MSC is design MSC is to carry out a research project.
Selection of the Group
The MCS project is open to all interested research groups
The state ministry of education decides the qualified participant groups
The ministry may reorganize the group if necessary
e.g. The group for senior is a reorganized one
Before the MSC becomes official(compulsory version as an example)
For feedback, the MSC’s blueprint was published in eight different magazines specialized in education and mathematics
10000 copies of the draft version(with questionnaire paper) were also distributed for feedback
The whole country was divided into 9 parts, and three professionals invited for each part to hear feedback
Invited several academic members of China Scientific Academy and university presidents to hear feedback
……
The Structure of MCSThe Structure of MCS
Stage Objectives
Space &
Figures
Basic Rationale
Design Consideration
Overall Objectives
Numbers &
Algebra
Statistics &
Probability
Practical Activities&
Integrated Applications
Evaluation Recommendations
Teaching Recommendations
Teaching Materials Editing Recommendations
Compulsory Compulsory EducationEducation
Overall Objectives
Stage Objectives
Basic Rationale
Design Consideration
Optional Curriculum Optional Curriculum Compulsory CurriculumCompulsory Curriculum
Evaluation Recommendations
Teaching Recommendations
Teaching Materials Editing Recommendations
Math 2
Math 2
Senior Secondary education
Math 1
Math 1
Series1
Series1
Math 4
Math 4
Math
5 Math
5 Math
3 Math
3 Series
2Series
2Series
3 Series
3 Series
4 Series
4
Achievement and Progress Until now, there are 21 different experimental version Until now, there are 21 different experimental version
textbook series in usetextbook series in use Six for primary level, nine for junior secondary, six for senior Six for primary level, nine for junior secondary, six for senior
secondary.secondary.
In 2001, these textbooks were used In 2001, these textbooks were used for about 1% of all students in the about 1% of all students in the countrycountry
The new textbook series have been used The new textbook series have been used for their all Grade Nine students (senior) for their all Grade Nine students (senior) in 5 provinces.in 5 provinces.
Starting from the fall of 2005, all the Starting from the fall of 2005, all the primary & junior secondary schools primary & junior secondary schools have adopted the new textbook have adopted the new textbook series for the beginning grades.series for the beginning grades.
Main Difficulties in the Process of Implementation Teachers’ trainingTeachers’ training
The singleness of the reference The singleness of the reference frameframe
Lack of meaningful teaching materialLack of meaningful teaching material
In teaching, more emphasis on In teaching, more emphasis on imitation than on investigationimitation than on investigation
Carrying out the philosophies for Carrying out the philosophies for assessment and examinationassessment and examination
Debate
Realistic vs formal: more or less the traditional teaching system: stronger or
weaker The speed of implementing: quick or slow Being scrupulous(conscientious and exact)
or being active – Can the balance be kept? “Two basics” (basic knowledge and skill
s): stronger or weaker
Revision Ongoing(only the compulsory version )
Over 1000 questionnaires received Over 1000 questionnaires received from among the teachers in April, 2003from among the teachers in April, 2003
1st revision carried out during 1st revision carried out during Oct,2003-June,2004 Oct,2003-June,2004
2nd revision starting from April,20052nd revision starting from April,2005
The publication of the revised one isThe publication of the revised one is scheduled for the end of 2005scheduled for the end of 2005
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