Mathematics is a subject in primary and secondary schools. China was called arithmetic in ancient times, and later it was called arithmetic. Mathematics was unified from September 65438 to September 0936. The contents of mathematics teaching in primary and secondary schools mainly include arithmetic, algebra, geometry, trigonometry, plane analytic geometry, calculus, statistics and probability. In order to meet the requirements of economic and social development in different periods and the changes of educational purposes and educational objects, it was changed.
The establishment of mathematics in China School began in the sixth year of Tongzhi in Qing Dynasty (1867), when the Arithmetic Museum was added in Shi Jing Wentong Museum. In November of the 29th year of Guangxu (1904 65438+ 10), it was stipulated that elementary schools and higher schools set up arithmetic, while middle schools and higher schools (equivalent to high schools) set up arithmetic, algebra, geometry, trigonometry, analytic geometry and calculus.
1922, the Ministry of Education of the National Government issued an order to reform the educational system. The following year, it was stipulated that elementary schools should offer arithmetic, algebra, geometry, trigonometry and analytic geometry. This subject setting method has been used until the founding of the people's Republic of China. Only a few subjects have increased or decreased in different periods. For example, calculus was added in some schools before 1949, and analytic geometry was not set in 1952- 196 1 middle schools.
From 196 1, there is no arithmetic in middle school, plane geometry is completely decentralized to junior high school, and plane analytic geometry and probability are added to senior high school. Since 1978, primary school mathematics has been changed. In 1978- 1980, basic knowledge such as calculus, probability statistics, logical algebra, etc. Ideas such as being set in middle school and setting correspondence are properly infiltrated into textbooks. 198 1 years later, calculus and other knowledge will be changed to some schools.
The influence of math class:
First, from caring about teachers' "teaching" to caring about students' "learning".
Second, from the formation and development of the concept of "two basics" and "three abilities" to a broader concept of ability and quality.
Third, from listening to lectures, reading and acting, to advocating learning methods of experiment, discussion and inquiry.
Fourth, from paying attention to the abstraction and prohibition of mathematics to paying attention to the ignorance, exploration and application of mathematics.