Question 1: The main purpose of the evaluation of Mathematics Curriculum Standard for Compulsory Education (20 1 1 version) is to fully understand the process and results of students' mathematics learning, to motivate students to learn and to improve teachers' teaching. Evaluation should be based on curriculum objectives and content standards, embody the basic concepts of mathematics curriculum, and comprehensively evaluate students' performance in knowledge and skills, mathematical thinking, problem solving and emotional attitude. Evaluation should not only pay attention to students' learning results, but also pay attention to students' development and changes in the learning process. We should adopt diversified evaluation methods, present and use the evaluation results properly, give full play to the incentive function of evaluation, and protect students' self-esteem and self-confidence. Through the evaluation of the information obtained, we can understand the level and existing problems of students' mathematics learning, help teachers to summarize and reflect, and adjust and improve the teaching content and teaching process. The evaluation of basic knowledge and skills should be based on the specific objectives and requirements of each learning stage, and examine students' understanding and mastery of basic knowledge and skills, as well as their performance in the process of learning basic knowledge and skills. When evaluating students' achievements in learning basic knowledge and skills, we should accurately grasp the requirements of "understanding, understanding, mastering and applying" at different levels. When evaluating students' learning process, we should adopt flexible and diverse methods according to the requirements of "experience, experience and exploration", combine qualitative and quantitative methods, and give priority to qualitative evaluation. The goal of each period is what students should meet at the end of the term. Teachers need to determine specific requirements according to the learning progress and the actual situation of students. For example, the following table shows the basic requirements for computing skills in the first stage, which should be met at the end of the term. Pay attention to the scale when evaluating, and don't demand too much calculation speed. Teachers allow students to work hard for a long time, and with the accumulation of mathematics knowledge and skills, gradually achieve the goal of the learning period. In the implementation of evaluation, we can give some students "delayed evaluation", provide opportunities for re-evaluation, let them see their progress and establish confidence in learning mathematics well. The evaluation of mathematical thinking and problem solving should be reflected in the whole process of mathematical learning according to the requirements of the overall goal and the goal of learning period. The evaluation of mathematical thinking and problem solving should adopt various forms and methods, especially in normal teaching and specific problem situations. For example, in the second period, teachers can design the following activities to evaluate students' mathematical thinking and problem-solving ability: when evaluating students, teachers can pay attention to the following different levels: first, can students understand the meaning of the topic and propose strategies to solve the problem, such as trying through drawing; Secondly, can students list some rectangles that meet the requirements and arrange them in an orderly way through lists and other forms? Thirdly, on the basis of observation and comparison, can students find the changing law of area when the length and width change, and guess the result of the problem? Fourth, verify the results of speculation; Fifth, encourage students to find and ask general questions, such as when the area is the largest when the length and width change is not limited to the whole centimeter. Therefore, teachers can design hierarchical questions to evaluate students' different levels according to the actual situation. For example, design the following questions: (1) Find three rectangles that meet the conditions, record the length, width and area of the rectangles, and arrange them in order by length or width. (2) Observe the arrangement results and explore the corresponding change law of the area when the length and width of the rectangle change. Guess when the length and width are centimeters, the rectangular area is the largest. (3) List all possible results that meet the length and width conditions, and verify the guess. Teachers can preset goals: for the students in the second phase, if they can complete the question (1)(2), they can meet the basic requirements, and give further affirmation to the students who can complete the questions (3) and (4). Students' problem-solving strategies may be different from teachers' presuppositions, and teachers should give them appropriate evaluation. The evaluation of emotional attitude should adopt appropriate methods according to the requirements of curriculum objectives. The main methods are classroom observation, activity recording and after-class interview. Emotional attitude evaluation is mainly carried out in the usual teaching process, focusing on investigating and recording the situation and changes of students' emotional attitudes at different stages. For example, you can design the following evaluation form to record, sort out and analyze students' participation in mathematics activities. This evaluation form is recorded at least 1 time every semester, and teachers can design or adjust the specific content of evaluation according to actual needs. Teachers can design similar evaluation forms according to the actual situation, and can also design comprehensive evaluation forms of students' emotions and attitudes according to their needs. In the process of mathematics learning, students' knowledge and skills, >>

Question 2: Introduction to the content of compulsory education mathematics curriculum standard "Compulsory education mathematics curriculum standard (20 1 1 version)" mainly includes four parts, namely: the first part is the preface, the second part is the curriculum objective, the third part is the curriculum content, and the fourth part is the implementation suggestion. Each part is discussed in detail. It also includes two appendices: appendix 1 on the classification of behavioral verbs, and appendix 2 on the course content and examples in the implementation suggestions.

Question 3: Introduction to Mathematics Curriculum Standards for Compulsory Education "Mathematics Curriculum Standards for Compulsory Education" is a book published by Beijing Normal University Press on 20 12, written by China People * * * and the Ministry of Education.

Question 4: Preface to the first part of the work catalogue of Mathematics Curriculum Standards for Compulsory Education, the nature of the curriculum, basic concepts, curriculum design ideas, curriculum objectives, overall objectives, curriculum contents (1 ~ 3), numbers and algebra, figures and geometry, statistics and probability, synthesis and practice. Numbers and Algebra Part II, Graphics and Geometry Part III, Statistics and Probability Part IV, Synthesis and Practice Section III (Grade 7-9) I, Numbers and Algebra Part II, Graphics and Geometry Part III, Statistics and Probability Part IV, Synthesis and Practice Part IV, Implementation Suggestions I, Teaching Suggestions II, Evaluation Suggestions III, Teaching Material Compilation Suggestions IV, Appendix to Suggestions on the Development and Utilization of Curriculum Resources.

Question 5: The following aspects are considered in the Mathematics Curriculum Standard for Compulsory Education? Which of the following aspects has been considered in the Mathematics Curriculum Standard for Compulsory Education (20 1 1 Edition)?

A. Mathematical results

B. Formation process of mathematical results

C. Mathematical thinking method contained in the process of forming results

D. Mathematical formula

Answer: ABC