On the Deconstruction and Reconstruction of Curriculum Guideline - Reflection on the Connotation of Mathematics in Post-Secondary Vocational High School

Abstract

Under the trend towards low-birth-rate, the foundational concept of education has gradually shifted from the mass production, the consistency of the requirements of the Fordism to the differentiation, individualized adaptive education after the development of post-Fordism. In this trend, it is necessary to re-examine the connotation of the Curriculum Guideline. In order to solve the problem of bimodalization and heterogeneity of mathematics learning achievement, this study focuses on strengthening the order of learning unit as the main thinking logic and reconstructs the hierarchical knowledge of mathematics course in vocational high school curriculum as a reference tool for the development of teaching strategies. It was discovered that the by developing the new construction of the hierarchical knowledge map, the teachers can quickly grasp the learning unit and can further distinguish the confused concept for different learning individuals. The goal of achieving differentiated teaching had reached efficiency under the limited time and resources circumstances.