On April 2 1 day, the 2022 edition of compulsory education mathematics curriculum standard was officially promulgated. The main content of the standard is divided into three parts: curriculum nature, curriculum concept and curriculum goal.

First of all, the nature of the course

This part mainly answers two questions:

(1) What is mathematics?

(2) What's the use of mathematics?

As for what is mathematics, the curriculum standard gives a general definition from the beginning: mathematics is a science that studies the quantitative relationship and spatial form.

Mathematics is a science that studies quantitative relations and spatial forms. Mathematics originates from the abstraction of the real world. Through the abstraction of quantity and quantity relationship, graph and graph relationship, the research object of mathematics and its relationship are obtained. Based on abstract structure, mathematical conclusions and methods are formed through symbolic operation, formal reasoning and model construction of the research object, which helps people to know, understand and express the essence, relationship and law of the real world. Mathematics is not only a tool for operation and reasoning, but also a language for expression and communication. Mathematics carries thoughts and culture and is an important part of human civilization. Mathematics is an important foundation of natural science and plays an increasingly important role in social science. The application of mathematics permeates all aspects of modern society, directly creating value for society and promoting the development of social productive forces. With the development of big data analysis and artificial intelligence, the fields of mathematical research and application are expanding.

Mathematics plays an irreplaceable role in forming rational thinking, scientific spirit and promoting individual intelligence development. Mathematics literacy is the basic literacy that every citizen in modern society should have. Mathematics education bears the fundamental task of moral education and quality education. Mathematics curriculum in compulsory education stage is basic, universal and developmental. Through the study of mathematics courses, students can master the basic knowledge, skills, ideas and experience necessary for adapting to modern life and further study; Stimulate the interest in learning mathematics, develop the habit of independent thinking and the willingness to cooperate and communicate; Cultivate practical ability and innovative spirit

New spirit, form and develop core literacy, enhance social responsibility, and establish a correct world outlook, outlook on life and values.

Second, the concept of curriculum

1, established the core literacy-oriented curriculum goal "curriculum standards" original:

Compulsory education mathematics curriculum should enable students to form and develop the core literacy needed for future social and personal development through mathematics learning. Core literacy is gradually formed and developed in the process of mathematics learning, and it is the basic basis for setting curriculum objectives according to different levels of development of different classes.

The course aims at students' development and core literacy, further emphasizes the acquisition and development of students' basic knowledge, basic skills, basic ideas and basic activity experience (referred to as "four basics"), develops the ability to find, ask, analyze and solve problems by using mathematical knowledge and methods (referred to as "four abilities"), and forms correct emotions, attitudes and values.

The goal emphasizes "four basics" (basic knowledge, basic skills, basic ideas and basic activity experience) and "four abilities" (the ability to find, put forward, analyze and solve problems by using mathematical knowledge and methods). Core literacy orientation is the basis of all courses in the new curriculum standards.

2. Design the course content with structural characteristics.

Original text of Curriculum Standards:

Mathematics curriculum content is an important carrier to realize the curriculum goal.

Course content selection. Maintain a relatively stable discipline system and embody the characteristics of mathematics; Pay attention to the frontier of mathematics development and mathematics culture, and inherit and carry forward Chinese excellent traditional culture; Keep pace with the times and reflect the needs of modern science and technology and social development; Conforming to students' cognitive laws is helpful for students to understand and master the basic knowledge and skills of mathematics, form the basic ideas of mathematics, accumulate the experience of basic mathematics activities, and develop students' core literacy.

Course content organization. The focus is on the structural integration of content and exploring the path of developing students' core literacy. Pay attention to the formation process of mathematical results and handle the relationship between process and results; Attach importance to the intuitive expression of mathematical content and handle the relationship between intuition and abstraction; Attach importance to the formation of students' direct experience and handle the relationship between direct experience and indirect experience.

Introduction of course content. Pay attention to the hierarchy and diversity of mathematical knowledge and methods, and take into account interdisciplinary theme learning; According to students' age characteristics and cognitive rules, we should adopt a spiral way, appropriately reflect selectivity, and gradually expand and deepen the course content to meet students' development needs.

In terms of curriculum content, curriculum standards emphasize the design of curriculum content that reflects structural characteristics. Among them, three points are particularly worthy of attention:

(1) Pay attention to the development of mathematics and the forefront of mathematics culture in the choice of course content, and inherit and carry forward the excellent Chinese traditional culture; Among them, many mathematical problems in ancient China appear in textbooks, which is the most direct and simple way to integrate China's excellent traditional culture into mathematics.

(2) In the course content organization, we should emphasize the structural integration of content and explore the path of developing core literacy. Pay attention to the formation process of mathematical results and handle the relationship between process and results.

(3) In the presentation of course content, the contents of interdisciplinary subject learning and selective learning are added to meet the development needs of students.

3. Implementing teaching activities to promote students' development.

Original text of Curriculum Standards:

"Effective teaching activities are the unity of students' learning and teachers' teaching. Students are the main body of learning, and teachers are the organizers, guides and collaborators of learning.

Students' learning should be an active process, and listening carefully, independent thinking, hands-on practice, independent exploration and cooperative communication are important ways to learn mathematics. Teaching activities should focus on heuristics, stimulate students' interest in learning, stimulate students' positive thinking, encourage students to question and ask difficult questions, guide students to find and ask questions in real situations, and analyze and solve problems by means of observation, speculation, experiment, calculation, reasoning, verification, data analysis and intuitive imagination. Promote students to understand and master the basic knowledge and skills of mathematics, experience and apply mathematical ideas and methods, and gain basic experience in mathematical activities; Cultivate students' good study habits, form positive emotions, attitudes and values, and gradually form core literacy. "

The above passage is easier said than done. The new formulation should encourage students to question and ask difficult questions, and guide students to find and ask questions in real situations.

4. Explore the evaluation of stimulating learning and improving teaching.

Evaluation should not only pay attention to students' mathematics learning results, but also pay attention to students' mathematics learning process, encourage students to learn and improve teachers' teaching. Through the construction of academic quality standards, the main manifestations of "four basics", "four abilities" and core literacy are integrated to form the main basis for phased evaluation. Adopt multiple evaluation subjects and multiple evaluation methods to encourage students to self-monitor the learning process and results.

Encouraging students to self-monitor the learning process and results shows that they pay more attention to students' meta-understanding.

In the section "Curriculum Implementation" in the sixth part, there are special suggestions on diversified evaluation, which are roughly as follows:

(1) There are various evaluation methods.

Evaluation methods should include written examination, oral examination, activity report, classroom observation, after-class interview, homework in and out of class, growth record, etc.

(2) Multiple evaluation dimensions

In the evaluation process, while paying attention to the realization of "four basics" and "four abilities", we pay special attention to the corresponding performance of core literacy. We should not only pay attention to students' mastery of knowledge and skills, but also pay attention to students' grasp of basic ideas and accumulation of basic activity experience; We should not only pay attention to students' ability to analyze and solve problems, but also pay attention to students' ability to find and ask questions.

(3) Diversification of evaluation subjects

The evaluation subjects should include teachers, students and parents.

(4) Display and application of evaluation results.

According to the age characteristics of students, the evaluation results should be presented qualitatively and quantitatively, and the learning process of each student should be paid attention to.

5. Promote the integration of information technology and mathematics curriculum.

Make rational use of modern information technology, provide rich learning resources, design vivid teaching activities and promote the reform of mathematics teaching methods. When solving practical problems, we should create a reasonable information learning environment, enhance students' enthusiasm for inquiry, broaden their horizons, stimulate their imagination and improve their information literacy.

A new formulation to improve students' information literacy is added here, which shows that the requirements for information technology and subject integration are higher.