The significance of mathematics and the revision of curriculum nature.
The revised mathematical meaning is expressed as: "Mathematics is a science that studies quantitative relations and spatial forms. Mathematics is closely related to human development and social progress. With the rapid development of modern information technology, mathematics is more widely used in all aspects of social production and daily life. Mathematics, as a scientific language and tool gradually formed by abstracting and summarizing objective phenomena, is not only the foundation of natural science and technical science, but also plays an increasingly important role in humanities and social sciences. Especially since the middle of the 20th century, the combination of mathematics and computer technology has directly created various values for the society and promoted the development of social productive forces.
The nature of mathematics curriculum is as follows: "The mathematics curriculum in compulsory education stage is a basic course to cultivate citizens' quality, which is basic, universal and developmental. Mathematics course can enable students to master the necessary basic knowledge and skills, cultivate students' abstract thinking and reasoning ability, cultivate students' innovative consciousness and practical ability, and promote students' development in emotion, attitude and values. Mathematics curriculum in compulsory education stage can lay an important foundation for students' future life, work and study. "
The basic concepts of mathematics curriculum are expounded again.
Two of the six basic ideas about mathematics learning and mathematics teaching in the experimental draft are combined into five basic ideas. The general requirements of mathematics curriculum and teaching are as follows: everyone can get a good mathematics education, and different people get different development in mathematics.
Put forward the "four basic" goals
The overall design of curriculum objectives still maintains the structure of overall objectives and learning objectives. Pay attention to the combination of process goal and result goal, which is divided into four aspects: knowledge and skills, mathematical thinking, problem solving and emotional attitude. It is clearly stated in the curriculum objectives that students should "acquire the basic knowledge, skills, thoughts and experience of basic activities of mathematics necessary for adapting to social life and further development."
Combining the core concepts of 10.
The curriculum standard divides the curriculum content into four parts: number and algebra, shape and geometry, statistics and probability, synthesis and practice. And put forward 10 core concepts related to content: number sense, symbol sense, space sense, geometric intuition, data analysis sense, calculation ability, reasoning ability, model thinking, application consciousness and innovation consciousness, and gave a clear explanation for each core concept.
Changes in style and structure
In the preface, the significance and value of mathematics, the function of mathematics education, the basic concept of mathematics curriculum and the design idea of mathematics curriculum are revised, and the nature of mathematics curriculum is added.
By integrating the implementation suggestions of the three periods, the teaching suggestions, evaluation suggestions and textbook compilation suggestions were compiled in a unified way, and suggestions on the development and utilization of curriculum resources were added.
Put "action verbs" and "case" in the appendix
Changes of course content structure
The content structure of Number and Algebra has not changed. The content structure of the first and second parts of the "Graphics and Geometry" section has not changed. In the third stage, the original four parts are adjusted to three parts. The "graphics" in the third part is basically the integration of the first part and the fourth part in the experimental draft, and the other two parts correspond to the original two parts.
The content structure of Statistics and Probability has been greatly adjusted, which makes the content learning level of the three learning periods clearer.
The content of "synthesis and practice" has been greatly revised, and it is clear that synthesis and practice is a learning activity with problems as the carrier and students' independent participation as the main body.
Revise the specific content of the first learning stage
Generally speaking, the contents of the first issue have not been modified much, and the contents of additions and deletions are almost the same, while the contents of numbers and algebra have increased slightly, while the contents of statistics and probability have decreased obviously.
The contents of statistics and probability are appropriately reduced: the contents of statistics and probability in the first phase are greatly reduced, from the original specific requirements of 1 1 to the present three items. The difficulty of statistical content is also reduced, and the contents such as average and histogram are also moved to the second period.
The added contents include: "Know that abacus can represent multiple numbers" and "Be able to compare the size of two one-digit decimals and the size of two fractions with the same denominator in combination with specific situations".
The contents of the adjustment include: the requirement for estimation is changed to "being able to select a suitable unit for simple estimation and experience the role of estimation in life in combination with specific conditions". Emphasis is placed on "selecting suitable units for simple estimation", and the main points of estimation are clarified. First, there must be specific circumstances, and second, under certain circumstances, select appropriate units for estimation according to actual needs. "Can orally calculate one digit, multiply and divide two digits" moved from the second period to the first period.
In the first period, "Knowing parentheses can do a simple integer elementary arithmetic (two steps)" was added. The first period knew parentheses, and the second period knew parentheses. Understand the area with examples, understand and recognize the area units of centimeters, decimeters and meters, and can carry out simple unit conversion. The understanding of decimeter was increased, and the understanding of kilometers and hectares was moved to the second phase, which lowered the requirements.
Revise the specific content of the second learning stage
Statistics and probability, etc. The difficulty is appropriately reduced. In the second section "Statistics and Probability", the contents of median and median are deleted, and "statistical activities can be designed to test some predictions; The initial empirical data may be misleading. "Others have made some adjustments in terms of expression and specific requirements. First of all, it emphasizes the use of appropriate methods in data collection: "We will design simple questionnaires according to practical problems, and we can choose appropriate methods (such as surveys, experiments and measurements) to collect data". The second is to adjust the requirement of possibility, which is to "list all possible results in simple random phenomena", which is lower than the original requirement.
Delete "Two known points determine a straight line and two known intersecting lines determine a point". "Know two points and determine a straight line" is put in the third issue as one of the basic facts of deductive proof.
The contents added or adjusted mainly include: adding "under certain circumstances, understand the common quantitative relationship: total price = unit price × quantity, distance = speed × time, and solve simple practical problems". Adding this requirement provides an important foundation for solving problems in primary school mathematics curriculum and teaching.
Add "understand the equivalence relation in combination with the simple actual situation and express it in letters". "Understanding the ratio of circumference to diameter of a circle as a constant value" is added, emphasizing that students should understand pi in the process of exploring the ratio of circumference to diameter.
Adjustment of the specific content of the third issue
The changes of some specific contents in the four fields in the third issue are mainly manifested in: first, some items have been deleted; second, some contents have been added; and third, the requirements for the same contents are different.
The main content of deletion: In the field of number and algebra, the words "can reasonably explain and infer information containing large numbers", "understand the concept of effective numbers", "can list linear inequalities in specific problems" and "can solve simple problems" have been deleted. In the field of graphic geometry, the relevant requirements about trapezoid and isosceles trapezoid are deleted, and the relationship between circle, shadow, viewpoint, visual angle and blind spot, the appreciation of snowflake curve and Mobius belt, the requirements about mirror symmetry, the properties and judgment theorem of isosceles trapezoid are explored and understood. In the field of statistics and probability, the contents of calculating extreme value range and drawing frequency line chart have been deleted.
The added content includes two parts, one is required content and the other is optional content.
The added compulsory contents mainly include: the field of number and algebra includes knowing the meaning of | a | (where a stands for rational number), the concepts of the simplest quadratic root and the simplest fraction, being able to perform simple algebraic expression multiplication (multiplication of quadratic form and quadratic form), being able to judge whether an equation has real roots and whether two real roots are equal by using the discriminant of the roots of a quadratic equation with one variable, and determining the analytical expression of a linear function by using the undetermined coefficient method. The contents added in the field of graphic geometry include: comparing the size of line segments, understanding the sum and difference of line segments and the meaning of the midpoint of line segments; Understand that two lines parallel to the same line are parallel; Triangles are classified according to the relationship between side length and angle; Understand and prove the diagonal complementarity of quadrilateral inscribed in a circle; Understand the concept of regular polygon and the relationship between regular polygon and circle; A vertical line passing through a point is a known straight line; It is known that the right and hypotenuse are right triangles; Draw the circumscribed circle and inscribed circle of the triangle; Draw a circle inscribed with a square and a regular hexagon. The added contents in the field of statistics and probability include: being able to handle more complex data with calculators; Understand the meaning of average, and can calculate median and mode.
The added elective contents mainly include: being able to solve the simple ternary linear equation in the field of number and algebra, understanding the relationship between the roots and coefficients of the quadratic equation in one variable, and knowing the coordinates of three points on a given line can determine a quadratic function. The contents of elective courses such as understanding the similar triangle judgment theorem in the fields of graphics and geometry, exploring and proving the vertical diameter theorem and exploring and proving the tangent length theorem are designed for some students who are interested, capable and willing to further explore and study, and these contents are not required to be for all students.