1. Phase I (1950~ 1990)
(1) Phase I (1950~ 1966)
① Simplified Mathematics Syllabus for Reference in Ordinary Middle Schools (Draft) (1950 July). One of the reasons for making this outline is that students are overburdened. This shows that this question was raised at that time. At the same time, it is also proposed that "mathematics textbooks should be combined with reality as much as possible".
(2) The draft of middle school mathematics curriculum standard (195 1 March). This draft divides the teaching objectives into four parts: knowledge of shapes and numbers, scientific habits, dialectical thinking and application skills.
(3) Middle School Mathematics Syllabus (draft) (1952 65438+February). This draft was based on the middle school mathematics syllabus of ten-year schools in the Soviet Union at that time.
④ Middle School Mathematics Teaching Syllabus (Revised Draft) (1956 May). Words such as "logical thinking and spatial imagination", "internship" and "creativity" have been added to the syllabus.
⑤ The Ministry of Education reported it to the State Council Cultural and Educational Office (1959 1 1). The report found that plane geometry was completed in junior high school and analytic geometry and variable method were added in senior high school.
⑥ Mathematics Teaching Syllabus for Full-time Middle Schools (Draft) (1963 May). Words such as "computing ability" and "spatial imagination ability" were formally written into the syllabus.
(2) the second stage (1966~ 1977)
At present, there is no national unified mathematics syllabus.
(3) the third stage (1977~ 1990)
① Mathematics Teaching Syllabus for Middle Schools in Full-time Ten-year Schools (Trial Draft) (1978 February). The Outline was formulated under the situation of vigorously promoting the realization of the four modernizations at that time.
② Mathematics Teaching Syllabus of Full-time Six-year Key Middle Schools (Draft for Comment) (198 1 year1month). The Outline has made new efforts in bringing order out of chaos and combining inheritance with reform.
③ Mathematics Teaching Syllabus for Full-time Middle Schools (1986). In order to reduce the burden, this syllabus has changed part of the content into elective content, which is not required in the exam.
④ Mathematics Teaching Syllabus for Full-time Middle Schools (Revised Edition) (1990). This outline stipulates that "common logarithm" will be moved to the first grade of senior high school, and it is the first time that a calculator can be used to solve triangles.
The above junior high school mathematics syllabus, including the revised edition, has 10 kinds (including the draft curriculum standard 1 kind, asking for instructions 1 kind). Their * * * characteristics are:
(1) was closely related to the political and economic situation at that time. Attach importance to the combination of practice and the ideological content of mathematics education and its significance to economic development. Now the backbone and elite of the Chinese nation are basically middle school students in this period.
(2) Most of the formulation of the syllabus has gone through repeated, in-depth and meticulous investigation and experiment stages, and has absorbed opinions from all sides, which has adapted to the teaching conditions at that time and the target requirements of cultivating talents to a certain extent.
(3) Starting from 1956, the outline repeatedly puts forward basic knowledge, basic skills and calculation ability, logical thinking ability and spatial imagination ability. Through the efforts of middle school teachers and textbook editors all over the country, the international advantage of mathematics education in middle schools in China has been formed.
(4) The outline of 10 has always followed the six-character policy of "simplification, increase and infiltration" which was clearly put forward from 1978, which makes the outline of10 present a development trend to a certain extent, and this trend is continuous and gradual; If you jump too big, you lose the necessity and feasibility.
According to China's national conditions, the outline should be promulgated by the Ministry of Education. The syllabus should stipulate the compulsory content and elective content according to different situations in different places. All localities can also formulate supplementary local programs on the premise of ministerial programs. Without a unified and authoritative ministerial outline, it will bring serious consequences to mathematics education.
⑥ Most of this 10 outline was drafted by People's Education Press entrusted by the Ministry of Education, which will affect the academic level and universality of the outline to some extent. The theory and practice of "one program, one book" has caused the repeated cycle of "making an outline-reducing the burden-modifying the outline", resulting in the relative shortage of teaching materials resources. "One syllabus and one book" is also easy to cause the outline to be too short, the text to be too concise (for example, the core part of "teaching purpose" is only five or six lines), and many links are not clearly defined, which makes it difficult for teachers to grasp in teaching and testing.
2. the second period (1986~2000)
(1) Phase I (1986~ 1994)
① Nine-year compulsory education full-time junior high school mathematics syllabus (draft) (1988)
② "Nine-year Compulsory Education Full-time Junior High School Mathematics Teaching Syllabus (Trial)" (1June 992)
(2) the second stage (1994~2000)
Nine-year compulsory education full-time junior high school mathematics syllabus (trial revision) (March 2000).
There are only 1 kinds of junior high school mathematics syllabus. Characterized in that:
(1) The People's Republic of China (PRC) Compulsory Education Law, the first formal education law since the founding of New China, came into effect on July 1. 0986. 1993 13 In February, the Central Committee and the State Council officially issued the Outline of Education Reform and Development in China, which defined the names of four qualities (see Article 7) and pointed out that "primary and secondary school textbooks should be diversified on the premise of unifying basic requirements" (see Article 33). 1On March 8, 995, the Education Law of the People's Republic of China was promulgated and implemented. 1999 the Central Committee of the Communist Party of China and the State Council made the "Decision on Deepening Education Reform and Promoting Quality Education in an All-round Way", and the State Council approved the action plan of revitalizing education for 2 1. The above-mentioned documents have become an important basis for the formulation and revision of the Outline.
(2) The State Education Commission and the Ministry of Education no longer entrust a subordinate department of the People's Education Society to draft the outline, but at the same time entrust four subordinate departments (units) of the People's Education Society, Beijing Normal University, Liaoning Education College and Shanghai Teaching and Research Section to publish the draft respectively, and then the State Education Commission will hold a meeting to integrate it into the first draft.
(3) Basic vocabulary in the syllabus, such as basic knowledge, basic skills, calculation ability, logical thinking ability, spatial concept, understanding, mastery, flexible use, junior high school algebra and junior high school geometry, are clearly defined in the syllabus text or notes.
(4) The syllabus is based on the Curriculum Plan (Trial) issued by the State Education Commission. Curriculum plan and outline are collectively referred to as "curriculum plan". The same syllabus should be suitable for two educational systems with different years. The teaching content is divided into compulsory content and elective content, among which the compulsory content and its requirements must be met. The guiding ideology here is "guarantee the bottom without capping". After being issued by the State Education Commission or the Ministry of Education, the Outline serves as the basis for four educational activities: teaching, textbook compilation, assessment and teaching evaluation.
⑤ Breaking the old model of "one syllabus, one book", separating editing from examination, and establishing national (as well as provincial, autonomous region and municipality directly under the Central Government) primary and secondary school textbook examination institutions, which are respectively responsible for reviewing the syllabus, general textbooks and local textbooks, and can only be tried (used) within the corresponding scope after passing the examination. The State Education Commission and the Ministry of Education are responsible for formulating the guiding ideology, basic principles and qualified conditions of the examination and determining the list of members of the examination and approval committee.
⑥ The syllabus (revised for trial implementation in 2000) added a kind of requirement to cultivate students' innovative consciousness in the "teaching purpose", which was echoed and emphasized in the "several problems that should be paid attention to in teaching". In addition, a paragraph "improving teaching test and evaluation" has been added.
In the "teaching content and teaching requirements", the following "inquiry activities" were added to the syllabus in 2000: cuboid and its curved surface, a=bc quantitative relationship, mosaic. These contents have become an integral part of the "research curriculum" in junior high school.
On the basis of actively advocating the use of models, projections, videos, calculators, computers and other teaching methods, this syllabus adds the expression of attaching importance to modern educational means such as computers and multimedia technology.
This syllabus also recognizes for the first time that "there should be moderate open problems" in teaching.
The above evolution process reflects a basic fact: the change of syllabus is a reflection of the social, political, economic and cultural changes in China, and it is permeated with the long-term unremitting efforts of educational administrative departments, front-line teaching and research personnel and textbook writers. Together, all the outlines are a valuable spiritual achievement and scientific research achievement. It is not advisable to criticize without inheriting.
Second, what enlightenment does the evolution of junior high school mathematics syllabus give us?
1. The formulation of the outline must conform to the national conditions of China, be based on the social foundation of China at that time, and focus on the world and the future. In the previous revision of the syllabus, one of the problems to be solved is the excessive burden on students, which reflects the differences in economic base and educational conditions in different parts of China, and it is unrealistic to insist on unity. "Compulsory and Elective Courses", "National and Local" and "Guaranteeing the bottom without capping" are all extremely valuable experiences. "National is the world's", which is a law of * * *. For example, China has many particularities in terms of "teaching class capacity" and "school enrollment rate", so it is impossible to copy the practices of developed countries.
2. The evolution of the outline must be a continuous and gradual process, and a big jump will inevitably lead to serious consequences. 1958~ 1959 and the so-called educational revolution during the ten-year turmoil wasted a lot of manpower, financial resources and time, and also caused the middle school students at that time to learn real knowledge. During the ten-year turmoil, a large number of young intellectuals went to the countryside. It can't be said that their social life ability has not improved, but because of the lack of knowledge and skills, they have entered the middle-aged and elderly stage, and many people are facing the situation of being laid off.
3. An outline should have its basic structure and basic vocabulary, and all basic vocabulary should be defined in the sense of education and teaching, so as to maintain certain stability. This not only reflects the legal effect of the syllabus, its academic richness and experience value, but also makes teachers have rules to follow as the basis for creating new theories. Therefore, the content and words of the syllabus reflect the accumulation of mathematics education theory and practice, instead of just being unconventional and adding a lot of popular words from political, psychological and other countries without defining them.
4. The outline must be legislated. It must be based on the requirements of social development and scientific research. Drafters and examiners must go through a certain qualification examination, rather than being designated by the administrative department alone. The outline should go through three stages: experimental work, revised draft and formal draft. Each stage shall not be less than 3 years, and the total of the three stages shall not be less than 9 years. It won't do much good to make a brand-new outline often.
Personally, I am in favor of replacing the syllabus with "curriculum standards". The above is expected to be beneficial to the formulation and revision of curriculum standards.