At present, the Outline of Numbers and Algebra mainly focuses on the operation of numbers, algebraic expressions, equations and functions. The standard has made great reforms in this respect: 1. Pay attention to the meaning of numbers and symbols and the feeling of logarithm, and understand the role of numbers in expression and communication. By exploring the meaning of rich problem scenarios and operating them, it is emphasized that reasonable and simple operation methods can be found according to the conditions of the topic. Diversified theme presentation forms (tables, graphics, cartoons, dialogues, words, etc.). ); Emphasize the selection and judgment of information materials (redundant information, insufficient information ...); Diversified strategy solution; The answer to the question may not be unique; Analysis of types and solutions of artificial application problems in desalination. 3. Make students understand that mathematics can discover, describe and analyze various patterns in the objective world, and grasp the changes of things and the relationship between things; Initially develop students' symbol consciousness, learn to express some basic relations in real problems with symbols, and initially carry out symbol operation. 4. Understanding equations and functions is a powerful tool to describe the real world, effectively express, process, communicate and transmit information, and an important means to explore the good development law of things and predict their development. Pay attention to the modeling process of simple real problems and learn to choose effective symbolic operation programs and methods to solve problems. Attach importance to approximate solution, especially image solution. The first issue, 1. Add "You can do simple elementary arithmetic (two steps). 2. Strengthen the foundation appropriately. 3. Strengthen the cultivation of comprehensive ability. Phase II, 1. Add "feel the meaning of large numbers and estimate them in combination with the real situation;" Cultivate students' sense of numbers; Strengthen the connection with reality. "2. Add" Know the common multiple and the minimum common multiple, and know the common factor and the maximum common factor. "3. Delete" Know the multiplication and division of a number within 100 "(? Teacher discussion) 4. Change "understanding the properties of the equation and solving the unary equation with the properties of the equation" to "understanding the unary equation". Graphics and geometry (formerly known as space and graphics: change "space and graphics" to "graphics and geometry"); It also mentions intuitive geometry, reasoning ability, calculation ability and logical thinking ability, and the words are more standardized, which reflects the seriousness of the curriculum standard. In this part of the current syllabus, primary school mainly focuses on the calculation of length, area and volume, while junior high school mainly uses logical proof and extended axiom to present the nature of plane graphics, which makes it impossible for students to connect geometry knowledge with real life and reflect the development of modern geometry. It also often leads many students to lose interest and confidence in geometry and even mathematics learning. Therefore, the standard puts forward that the most important goal of geometry learning is to make students better understand the world they live in and form the concept of space on the basis of re-examining the teaching objectives of geometry. The traditional geometry content has been greatly reformed: 1. The major of "Space and Graphics" was set up. Broaden the vision of geometry learning to the space of students' life, emphasize the realistic background of space and graphic knowledge, and let students contact with the rich geometric world from the first period. 2. Develop students' spatial concept and graphic design reasoning ability by observing, describing, making, observing objects from different angles, knowing the direction and making models. 3. Understand the real space and deal with geometry through observation, operation, transformation, coordination and reasoning. Experience describes the application in real life. The standard also points out that the requirements of logical proof are not limited to geometric content, but should be reflected in all fields of mathematics learning, including algebra, statistics and probability. For the teaching of geometric proof, its purpose should not be to pursue the skills, speed and difficulty of proof, but to make students develop the attitude of "showing evidence", the spirit of respecting objective facts and the habit of questioning, form the consciousness of proof, understand the necessity and significance of proof, understand the thought of proof and master the basic methods of proof. Therefore, on the basis of emphasizing the exploration of graphic properties in the standard, it is required to prove the basic properties of basic graphics (triangles and quadrangles), which reduces the requirements for formalization and proof skills in the demonstration process and omits complex geometric proof questions, so that students can experience the significance and process of logical proof and master the basic proof methods. At the same time, introduce Euclid and geometric elements to students, so that students can realize their important roles in human history and ideological development. To sum up, the Standard has greatly strengthened and improved the current geometry teaching. The first lesson of Graphics and Geometry is still divided into four parts. The specific changes are: (1) understanding of graphics, (2) measurement, (3) movement of graphics and (4) position of graphics. In the process of exploring, discovering, confirming and proving the nature of graphics, the complementary relationship between two kinds of reasoning (perceptual reasoning and deductive reasoning) is embodied, which embodies the requirement of enhancing students' ability of "discovering and asking questions, analyzing and solving problems". The Movement of Graphics emphasizes that the movement of graphics is an effective method to study the properties of graphics. Exercise is also a basic mathematical thought. In the first learning period (1), simple graphics will be drawn horizontally on square paper. The figure translated in the vertical direction is located in the second part. (2) Axisymmetric graphics that can draw simple graphics on square paper are placed in the second section. "In the second section (1), delete the words" two points determine a straight line "and" two straight lines determine a point ". (2) Through operation, it is understood that the ratio of the circumference to the diameter of a circle is a constant. In the current "Statistics and Probability Outline", only a chapter is set up in algebra of senior grade and third grade of primary school to introduce the preliminary content of statistics, and almost no probability content is involved. At the same time, the system of "definition-formula-example-exercise" is still used to present the preliminary knowledge of string counting, which makes it difficult for students to understand the connection between this part of content and reality and the role of statistics and probability in decision-making. Therefore, the content of "statistics and probability" has been greatly increased in the standard. According to students' cognitive characteristics, the corresponding contents are set up in three sections, which embodies the basic idea of combining statistics and probability with practical problems: 1, and reflects the whole process of data statistics: collecting and sorting out data, representing data, analyzing data, making decisions and communicating. 2. The concept of complete randomness and estimation of population with samples. Use probability and statistics as powerful means of decision-making. 3. Reasoning and reasonable argumentation according to the data, and initially learn to communicate in the language of probability and statistics. Unified planning encourages students to present the results of sorting out data in their own way. (1) (the first phase) does not require students to learn "regular" statistical charts (one bar represents one unit) and average values (placed in the second phase). There are three reasons for this change: (1) It highlights students' experience in data analysis. Encourage students to analyze data in their own way. The diversification of early experience can lay a solid foundation for future study: "regular" statistical charts and statistics. (3) Make the requirements of the first and second statistical contents more clear. ② Strengthen the cultivation of chart analysis ability. Improving the cultivation of "ability to read pictures" ③ Strengthen the experience of investigation and other activities. (Mainly a small survey) In the data collection method, the age characteristics of students are considered. Students are required to understand the simple methods of measurement and investigation, and they are not required to collect information from newspapers, magazines and television. (4) Compared with the standard, students are only required to understand the meaning of the average in statistics, and they are not required to learn the median and the mode (these contents are put in the third issue). The average is easily influenced by extreme values (maximum and minimum). 5) In addition, delete the requirement of "knowing the possible misleading of data". Probability (possibility, attaching importance to "random phenomenon") In the first learning period, delete the requirement of this content. In the second learning stage, students are only required to understand random phenomena and describe the possibility of random phenomena qualitatively. Synthesis and Practice "Synthesis and Practice" is a learning activity with questions as the carrier and students actively participating. It is to help students accumulate experience in mathematics activities. An important way to cultivate students' awareness of application and innovation. In view of the problem scenario, students can combine what they have learned with their life experience, think independently or cooperate with others, experience the whole process of finding, asking, analyzing and solving problems, and experience the relationship between the contents of mathematics, between mathematics and real life, and between mathematics and other disciplines. Deepen the understanding of the content of mathematics taught. The purpose of adding "connection and synthesis" in the standard is to make students consciously understand the connection between mathematics and its life experience, the real society and other disciplines, and the role of mathematics in the development and progress of human civilization in the learning process of various knowledge fields. Understand the internal relationship of mathematical knowledge. At the same time, students have adopted the new learning form of "comprehensive practical activities". Through independent exploration and cooperative communication, they have gained the ability to comprehensively apply mathematical knowledge and methods to solve practical problems and explore mathematical laws, and gradually developed their overall understanding of mathematics. New mathematics curriculum and new technology put forward new requirements for mathematics curriculum. It is pointed out that new technology, including the purpose of mathematics curriculum, the content of mathematics learning and the way of teaching and learning, has had great influence. Therefore, the standard suggests introducing calculators in the second learning stage and encourages calculators to become a powerful tool for learning and solving problems. This can prevent students from doing a lot of complicated and repetitive operations, so as to devote their energy to exploratory and creative mathematics activities and solve a wider range of practical problems. It is emphasized in the curriculum implementation proposal that areas with conditions should use modern educational technology as much as possible in the teaching process, increase the technical content of mathematics courses, make full use of the advantages of modern educational technology in increasing teacher-student interaction, visualizing mathematics content, and effectively handling complex mathematical operations, so as to improve students' mathematics learning methods and enhance their understanding of mathematics. Finally, improve the quality of mathematics teaching. Understanding of synthesis and practice-practicality, comprehensiveness and exploratory "synthesis and practice" should be guaranteed at least once every semester, which can be completed in class or combined outside class or in class. The core of "synthesis and practice" is to find, raise, analyze and solve problems. Different periods have different characteristics. The first issue: the content arrangement emphasizes practicality and interest. The second period: through application, exploration and reflection, we can deepen our understanding of what we have learned, stimulate students' interest in learning through exploration, cultivate the habit of thinking, and cultivate the cooperative spirit of understanding others, unity and mutual assistance through communication. Revelation: Revelation 1: Insist on the three-dimensional overall goal of mathematics curriculum in the new teaching curriculum standard to promote the all-round development of students. It has formed three basic goals, including knowledge and skills, thinking and ability, emotion and attitude. Enlightenment 2: Take the development of students' mathematical thinking as one of the key points in curriculum and teaching, study and explore problems independently under the guidance of teachers, and initially learn self-evaluation and adjustment in the process of learning and solving problems, so that students can systematically sort out their own knowledge, initially learn to question existing knowledge and experience, and analyze problems in many aspects. Be able to think divergently and put forward your own opinions (diversified algorithms, strategic thinking). Initially master various mathematical thinking methods of observation, operation, comparison, analysis, analogy and induction, as well as the methods of sorting out data and obtaining information by using charts. Grasp the essence of real life and summarize the experience and experience of mathematics abstractly. Understanding from special to general, thinking strategy from general to special and transformation. Enlightenment 3: The revised standard puts problem solving at the core of mathematics curriculum, which not only embodies the basic idea of problem solving, but also forms its own characteristics in the process of implementation (through the process of exploration and practice). Revelation 4: We should unify the promotion of innovation with the implementation of basic knowledge. In mathematics learning, innovation activities are mainly concentrated in the process of finding problems, putting forward problems, analyzing problems and solving problems. In the above activities, the students already have.