The five major changes in the overall goal "course content" revised the core idea of Zhang Bailing's mathematics curriculum standard (20 1 1 version) of Quanzhou Institute of Education: "Mathematics curriculum should be devoted to achieving the training goal of compulsory education, and should be geared to all students, meet the needs of students' personality development, so that everyone can get a good mathematics education and different people can get different development in mathematics. "Five major changes in the overall goal 1. Clearly put forward four basics, namely "basic knowledge, basic skills, basic ideas and basic activity experience"; Second, aiming at the cultivation of innovative spirit and practical ability, it is clearly put forward that "the ability to think, find and ask questions, analyze and solve problems by using mathematical thinking mode"; Thirdly, in view of the ins and outs of understanding knowledge, it clearly puts forward "understanding the relationship between mathematics knowledge, mathematics and other disciplines, mathematics and life"; Fourthly, for the cultivation of emotional attitude, it is further clarified that "understanding the value of mathematics, improving interest in learning mathematics, enhancing confidence in learning mathematics well, and developing good study habits"; Fifth, aiming at the cultivation of discipline spirit, it is clearly put forward that "it has a preliminary innovative consciousness and scientific attitude". The new mathematics curriculum standard changes the space and graphics in the experimental draft into graphics and geometry, and changes the practice and comprehensive application into synthesis and practice. The curriculum content of the new curriculum standard consists of four parts: number and algebra, shape and geometry, statistics and probability, synthesis and practice. The changes of some specific contents in the four parts are mainly manifested in the following aspects: first, some items have been deleted; second, some contents have been added (including mandatory contents and optional contents); third, there are different requirements for the same content (including different degrees, requiring further refinement). For example, slightly adjust the content structure of graphics and geometry, that is, the nature of graphics, the change of graphics, graphics and coordinates (the original is the understanding of graphics, graphics and transformation, graphics and coordinates, graphics and proof); Define the basic facts more clearly and stop using the word "axiom"; It strengthens the organization of the content of "Figure and Geometry", further expounds the relationship between rational reasoning and deductive reasoning, and emphasizes the diversity of geometric proof expression. Statistics and probability reduce part of the content of probability, making the levels of the three learning segments clearer and more accurate. Synthesis and practice unify the names of the three learning periods, and further clarify their purposes and connotations. The most important thing in teaching is mathematics teaching activities, especially classroom teaching, which should stimulate students' interest, arouse their enthusiasm, trigger their mathematical thinking and encourage their creative thinking; We should pay attention to cultivating students' good study habits of mathematics, so that they can master appropriate methods of mathematics study. Students' learning should be a lively, active and personalized process. Listening carefully, thinking actively, practicing, exploring independently and cooperating are all important ways to learn mathematics. Students should have enough time and space to experience activities such as observation, experiment, guess, calculation, reasoning and verification. Teachers' teaching should be based on students' cognitive development level and existing experience, face all students, and pay attention to heuristic and personalized teaching. Teachers should play a leading role, properly handle the relationship between teaching and students' autonomous learning, guide students to think independently, actively explore and cooperate, so that students can understand and master basic mathematical knowledge and skills, mathematical ideas and methods, and gain basic experience in mathematical activities. A multi-objective and multi-method evaluation system should be established. Evaluation should not only pay attention to the results of students' learning, but also pay attention to the learning process; We should not only pay attention to students' mathematics learning level, but also pay attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence.