The first middle school mathematics syllabus in China was born in 1952, named "Middle School Mathematics Syllabus (Draft)". It is mainly compiled according to the mathematics teaching syllabus of primary and secondary schools in the former Soviet Union, and its teaching requirements are basically the same as those in the former Soviet Union, forming the basic framework of mathematics teaching in new China, which has had a very wide impact on the present.
1955 The Ministry of Education revised the draft syllabus of 1952 and formulated the "Middle School Mathematics Syllabus (Revised Draft)". According to the principle of "moving first, then transforming", People's Education Publishing House compiled the mathematics textbooks of our country on the basis of the mathematics textbooks of the eighth and ninth grades in the former Soviet Union. This is consistent with the fact that China studied the Soviet Union at that time and there was no complete teaching system in China.
196 1 revised 1955 revised the draft outline, formulated the "full-time mathematics syllabus for primary and secondary schools (draft)", put forward the principle of determining the teaching content, and began to have a little self-characteristics.
1963, on the basis of 196 1, the "full-time middle school mathematics syllabus (draft)" was formulated for 12 years. For the first time, this syllabus puts forward the requirement of "cultivating students' correct and rapid computing ability, logical thinking ability and spatial imagination ability", which ends the situation that China's mathematics education completely mechanically imitates foreign models. Especially the three abilities of calculation, logical thinking and spatial imagination, make China's basic mathematics education show strong advantages in the world's basic mathematics education, and effectively promote the development of science and technology in China and the improvement of national mathematics literacy. The cultivation of three abilities in middle school mathematics has made middle school mathematics teaching have its own goals, and the reform of teaching methods is slowly put on the agenda. Its influence on middle school mathematics education in China is profound and far-reaching, even in the future.
After ten years of turmoil, the entrance examination for college entrance examination was resumed on June 65438+1October 0977. 1978. According to the national conditions at that time, we reflected on the past and absorbed the experience of mathematics teaching in advanced countries. According to the "six-character" policy of "simplifying, increasing and infiltrating" mathematics teaching content, we formulated the "Mathematics Teaching Outline for Full-time Middle Schools".
1983 under the background of vigorously developing science and technology, the mathematics teaching syllabus has been formulated. This syllabus puts forward two basic and higher teaching requirements. Compulsory content and elective content are set in the basic requirements, and People's Education Publishing House has compiled two kinds of teaching materials, A and B.
According to the principle of "reducing the difficulty and students' burden, and requiring clarity and concreteness", 1987 formulated the Mathematics Teaching Outline for Full-time Middle Schools. This syllabus is a transitional syllabus, and most of the compulsory contents added in 1983 are changed into elective contents. The college entrance examination only tests the required content, which makes the elective content useless. But this outline clearly puts forward the basic knowledge and skills.
1990 At the request of adjusting the mathematics teaching plan, the State Education Commission promulgated the Mathematics Teaching Outline for Full-time Middle Schools (Revised Draft), which put the task of improving the quality of the whole nation in a more prominent position.
1996 autumn, in order to link up with the nine-year compulsory education, the Mathematics Teaching Syllabus for Full-time Ordinary Senior High Schools was formulated, and the People's Education Publishing House published the Mathematics Textbook for Full-time Ordinary Senior High Schools, which was tried out in the experiment of "two provinces and one city" in 1997 autumn. The teaching content stipulated in the syllabus is divided into compulsory part and elective part, and the elective part is divided into two parts. Elective one is a liberal arts student, and elective two is a science student. The compulsory part and elective part are the contents of the college entrance examination. For the first time, this sub-syllabus puts forward the requirement of cultivating students' mathematical literacy and practical application ability, and adds the item of "teaching test and evaluation". The introduction of the outline has made considerable contributions to the construction of mathematics curriculum in China and effectively promoted the reform of mathematics education and teaching.
In 2000, on the basis of the experiment of "two provinces and one city", the Mathematics Teaching Syllabus for Full-time Senior High Schools (Revised Edition) was promulgated, which proposed for the first time to cultivate students' practical ability and innovative consciousness. The compilation of syllabus and curriculum standards has been basically completed, which further promoted the reform of mathematics education and teaching.
The formulation of China's mathematics syllabus has made mathematics education form a "double-base" teaching method which focuses on systematic basic knowledge and skills and takes mastering knowledge, skills and training as its main features, thus making China's basic mathematics education ahead of the international level in mastering basic knowledge and skills for a long time. However, in the past mathematics teaching, there was also a serious neglect of students' emotions, attitudes and values. Many problems such as practical ability and innovative consciousness restrict the creativity of teachers and students in teaching activities. Based on these problems, by studying the mathematics situation in developed countries and according to China's current national conditions, the General Mathematics Curriculum Standard (Experiment) was officially promulgated in 2003, which made China's mathematics education concept more in line with international standards and put forward new topics for the majority of mathematics teachers.