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For personal research interests in Republic of China and mathematics education history, I selected a specific period of the Republic of China for high school study as a topic. The time range of this Thesis is the Republic of China after the Nationalist Government, in the decade of 1927-1937, mainly from the official curriculum standards documents and materials to study high school mathematics curriculum. Research methods are based on historical research, literature, comparative law, and text analysis.In the early period of the National Government, education reform has gradually matured to form a stable mechanism. During the mathematics curriculum has experienced three major reforms to curriculum, marked by standards promulgating. In 1929, promulgated the "Provisional Standard High School Curriculum", as amended, enacted in 1933, "the official high school curriculum standards", the system of mathematics curriculum has been matured. As the arduous of curriculum, in 1936, people promulgated the "revised high school curriculum standards", the implementation of departmental system, reduced the content of liberal arts mathematics learning and increase the difficulty of science and mathematics learning. During this period people domestic self published books have been into system and emerged a good part of the classic textbook.In the analysis of the text for the course, this article is based on the interim standards and official standards. In the course objectives, curriculum standards, especially the official standard objectives, largely took note of three dimensions, namely, knowledge goals, capabilities, goals and affective objectives. But only in the macroscopic description of mathematical objectives, lack of micro- provisions on the cell targets, such targets mathematical subjects are abstract, and vague. In the curriculum content, knowledge areas involved are only algebra, geometry, trigonometry and analytic geometry of four parts:algebra, gradually increasing knowledge unit, an increase of the initial knowledge of higher mathematics; geometry, the official standard to reduce the space geometry, the geometry-based, modified standard space geometry independent, an increase of some relevant knowledge unit; Triangle and analytic geometry involving only the initial, gradually complete theoretical system, but the content is too numerous, especially in analytic geometry, to amend the standard period have been related to the analytic geometry of space. In curriculum development, using the Division form, that is, domain knowledge, independent of each self-contained, each independent of the preparation of textbooks, the official standard time, the Division has been prepared showing the boundaries of clinging to improve the Division began to pay attention of the Division between the liaison and applications. Overall, the Nationalist Government in the system for high school has begun to have a full course on the factors included in the content set on the scientific rationalization gradually formed after the founding of the basis of mathematical model of the curriculum. However, the curriculum was that there are some outstanding issues, the complexity of the difficult and boring textbooks Division strict boundaries.The formation of such a curriculum, there are two main reasons, then the level of social development and foreign education, the impact of China’s mathematics education. In view of the National Government during the development of mathematics curriculum, we should pay attention to the adoption of a reasonable educational experience abroad, and the importance of mathematics education history to avoid the pitfalls.
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