The general goal of high school mathematics curriculum is to make students further improve their mathematics literacy as future citizens on the basis of nine-year compulsory education mathematics curriculum, so as to meet the needs of personal development and social progress. The specific objectives are as follows. 1. Get the necessary basic knowledge and skills of mathematics, understand the essence of basic mathematical concepts and conclusions, understand the background and application of concepts and conclusions, and understand the mathematical ideas and methods contained in them, as well as their role in subsequent learning. Experience the process of mathematical discovery and creation through different forms of autonomous learning and inquiry activities. 2. Improve the basic abilities of spatial imagination, abstract generalization, reasoning and argumentation, operational solution and data processing. 3. Improve the ability to raise, analyze and solve problems (including simple practical problems) with mathematics, express and communicate with mathematics, and develop the ability to acquire mathematical knowledge independently. 4. Cultivate the consciousness of mathematical application and innovation, and try to think and judge some mathematical models contained in the real world. 5. Improve interest in learning mathematics, establish confidence in learning mathematics well, and form persistent research spirit and scientific attitude. 6. Have a certain mathematical vision, gradually understand the scientific value, application value and cultural value of mathematics, and form critical thinking habits, which will inspire our teaching: 1. Considering the characteristics of students' physical and mental development and learning rules, "make mathematics education for all students and realize:-everyone learns valuable mathematics". The preface of the new curriculum standard points out that mathematics curriculum should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students' learning mathematics, and emphasizes 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 their thinking ability, emotional attitude and values. At the same time, it is emphasized that mathematics learning activities must be based on students' cognitive development level and existing knowledge and experience. Because students have accumulated a lot of life experience in their daily life, these experiences are often closely related to mathematical knowledge such as mathematical concepts, laws, formulas and quantitative relations. Therefore, teachers should be good at absorbing, developing and making full use of students' existing knowledge and experience, familiar natural phenomena and life cases around them according to the characteristics of students' physical and mental development and learning laws, and introduce them into the classroom in time to let students learn mathematics in perceptual experience and realize the mathematicization of life experience. 2. The purpose of teaching evaluation is "to fully understand students' learning situation and promote their all-round development", which is "a powerful means for teachers to reflect and improve teaching". The new curriculum standard points out in "Basic Ideas": "The main purpose of evaluation is to fully understand 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 pay attention to students' results and learning process; Pay attention to students' mathematics learning level. In mathematics activities, we should pay more attention to their emotions and attitudes to help students know themselves and build up their confidence. Therefore, teachers should change the traditional concept, function and means of teaching evaluation, give full play to the "double promotion" guiding role of teaching evaluation on students' learning and teachers' teaching, and pay attention to the diversification of evaluation methods, forms and means according to the evaluation suggestions of the new standard. Classroom observation, after-class interview, homework analysis, operation and practical activities are all acceptable. Evaluation should be based on process evaluation. The description of evaluation results should use encouraging language to give full play to the incentive function of evaluation. Evaluation should pay attention to students' personality differences and protect students' self-esteem and self-confidence. We should be good at using a lot of information provided by evaluation to adjust and improve the teaching process in time. In short, we should accurately grasp the baton of "teaching evaluation", so that mathematics education and teaching can develop healthily along the track of quality education and promote the all-round development of students' comprehensive quality. Make the evaluation truly reflect that "students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." "