The first part is the preface.

Mathematics is a process in which people qualitatively grasp and quantitatively describe the objective world, gradually abstract and generalize, form methods and theories, and widely apply them. Since the middle of the 20th century, great changes have taken place in mathematics itself, especially in the combination with computers, which has made mathematics expand in research fields, research methods and application scope. Mathematics can help people better explore the laws of the objective world, make appropriate choices and judgments on a large number of complex information in modern society, and also provide an effective and simple means for people to exchange information. Mathematics, as a universally applicable technology, helps people to collect, sort out and describe information, establish mathematical models, and then solve problems and directly create value for society.

The basic starting point of mathematics curriculum in compulsory education stage is to promote students' all-round, sustained and harmonious development. We should not only consider the characteristics of mathematics itself, but also follow students' psychological laws in learning mathematics, and emphasize that starting from students' existing life experience, students should experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics and make progress and development in thinking ability, emotional attitude and values.

I. Basic concepts

1. The mathematics curriculum in the compulsory education stage should emphasize the foundation, popularization and development, make mathematics education face all students, and realize:

Everyone learns valuable mathematics;

Everyone can get the necessary mathematics;

-Different people get different development in mathematics.

2. Mathematics is an indispensable tool for people's life, work and study, which can help people to process data, calculate, reason and prove, and mathematical models can effectively describe natural and social phenomena; Mathematics provides language, ideas and methods for other sciences, and is the foundation of all major technological developments; Mathematics plays a unique role in improving people's reasoning ability, abstract ability, imagination and creativity. Mathematics is a kind of human culture, and its content, thought, method and language are important components of modern civilization.

3. Students' mathematics learning content should be realistic, meaningful and challenging, which should be conducive to students' active observation, experiment, guess, verification, reasoning and communication. Content should be presented in different ways to meet diverse learning needs. Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Because of the different cultural environment, family background and their own way of thinking, students' mathematics learning activities should be a lively, proactive and personalized process.

4. Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers should stimulate students' enthusiasm for learning, provide them with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning.

5. The main purpose of evaluation is to fully understand the students' mathematics learning process, motivate students' learning and improve teachers' teaching; An evaluation system with multiple evaluation objectives and methods should be established. The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence.

6. The development of modern information technology has a great influence on the value, goal, content and the way of learning and teaching of mathematics education. The design and implementation of mathematics curriculum should attach importance to the application of modern information technology, especially the influence of calculators and computers on the contents and methods of mathematics learning, vigorously develop and provide more abundant learning resources for students, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods, so that students are willing and have more energy to invest in realistic and exploratory mathematics activities.

Second, the design ideas

(1) About the learning period

In order to reflect the integrity of the mathematics curriculum in the compulsory education stage, the Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the Standard) comprehensively considers the nine-year curriculum content; At the same time, according to the physiological and psychological characteristics of children's development, the nine-year study time is divided into three sections:

The first phase (1 ~ 3 grades), the second phase (4 ~ 6 grades) and the third phase (7 ~ 9 grades).

(2) About the goal

According to the Outline of Basic Education Curriculum Reform (Trial) and the characteristics of mathematics education, the Standard defines the overall goal of mathematics curriculum in compulsory education, and further expounds it from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude.

The standard not only uses target verbs such as "knowing (understanding), understanding, mastering and using flexibly" to describe knowledge and skills, but also uses process target verbs such as "experiencing (feeling), experiencing (understanding) and exploring" to describe the level of mathematical activities, thus better reflecting the requirements of the standard for students in mathematical thinking, problem solving, emotion and attitude.

Knowledge and skill objectives

Know (know)

Can understand or explain the relevant characteristics (or significance) of the object from specific examples; According to the characteristics of the object, the object can be identified from the specific situation.

Understand; Understanding

Can describe the characteristics and origin of objects; Can clearly explain the difference and connection between this object and related objects.

grasp

Ability to apply objects to new situations on the basis of understanding.

apply in a flexible way

Be able to comprehensively apply knowledge and flexibly and reasonably select application-related methods to complete specific mathematical tasks.

Program objective

Experience (feeling)

Get some preliminary experience in specific mathematical activities.

Experience (experience)

Participate in specific mathematical activities, get a preliminary understanding of the characteristics of objects in specific situations, and gain some experience.

explore

Actively participate in specific mathematical activities, and discover some characteristics of objects or differences and connections with other objects through observation, experiment, reasoning and other activities.

(3) About learning content

In each learning section, the standard arranges four learning fields: number and algebra, space and graphics, statistics and probability, practice and comprehensive application. The study of course content emphasizes students' mathematical activities and cultivates students' sense of number, symbol, space, statistics, application and reasoning.

The sense of number is mainly manifested in: understanding the meaning of number; Numbers can be expressed in many ways; Be able to grasp the relative size relationship of numbers in specific situations; Able to express and exchange information with numbers; Can choose the appropriate algorithm to solve the problem; Can estimate the result of operation and explain the rationality of the result.

The sense of symbol is mainly manifested in: it can abstract the quantitative relationship and changing law from specific situations and express it with symbols; Understand the quantitative relationship and changing law represented by symbols; Will be converted between symbols; Can choose appropriate programs and methods to solve the problem of symbol representation.

The concept of space is mainly manifested in the following aspects: geometric figures can be imagined from the shape of an object, and the shape of an object can be imagined from the geometric figures, and the geometric body and its three views can be transformed from the unfolded diagram; Can make three-dimensional models or draw graphics according to conditions; Can separate basic graphics from more complex graphics, and can analyze basic elements and their relationships; Can describe the movement and change of physical objects or geometric figures; Can describe the positional relationship between objects in an appropriate way; Can use graphics to describe problems vividly and use intuition to think.

The concept of statistics is mainly manifested in: being able to think about problems related to data information from the perspective of statistics; Be able to make reasonable decisions through the process of collecting data, describing data and analyzing data, and realize the role of statistics in decision-making; Can reasonably question the source of data, the method of processing data and the results obtained from it.

The application consciousness is mainly manifested in: recognizing that there is a lot of mathematical information in real life and that mathematics has a wide range of applications in the real world; In the face of practical problems, we can actively try to use the knowledge and methods we have learned from the perspective of mathematics to find strategies to solve problems; When faced with new mathematical knowledge, we can actively look for its actual background and explore its application value.

Reasoning ability is mainly manifested in: being able to obtain mathematical guesses through observation, experiment, induction and analogy. , and further proof, proof or counterexample; Be able to express your thinking process clearly and methodically, and be reasonable and well-founded; In the process of communicating with others, I can discuss and ask questions logically in mathematical language.

In order to reflect the flexibility and selectivity of mathematics curriculum, the standard only stipulates the basic level that students should reach in the corresponding learning period. Textbook editors, schools, especially teachers should teach students according to their learning desire and the possibility of development. At the same time, the standard does not stipulate the presentation order and form of the content, and the teaching materials can be arranged in many ways.

(iv) Recommendations on implementation

The standard puts forward some suggestions on teaching, evaluation, textbook compilation, utilization and development of curriculum resources for reference by relevant personnel to ensure the smooth implementation of the standard.

In order to explain and explain the corresponding curriculum objectives or curriculum implementation suggestions, the standard also provides some cases for reference.