Part I: Understanding the New Curriculum Standard of Mathematics 2022 Under the guidance of xxx Excellent Teaching Expert Workstation, I deeply studied the New Curriculum Standard of Mathematics 2022 in combination with the interpretation of Professor xx's curriculum standard, further realized the educational concept and new goals, and fully realized that the mathematics curriculum in the compulsory education stage should highlight the foundation, popularization and development, so as to make education and teaching face all students. We should not only strengthen students' basic learning, but also improve their developmental learning and creative learning. We teachers must renew the original teaching concept, change the original teaching mode, constantly study textbooks, learn new ideas and methods, fully understand our students, conscientiously complete teaching tasks, and raise our education and teaching level to a new level. Only in this way can we meet the needs of modern teaching. I have the following summaries and feelings about this:
1, background of new curriculum standard
1, the 18th and 19th National Congress proposed that education should implement the fundamental task of "educating people with moral education".
2.20xx years, the Ministry of Education put forward the implementation of "core literacy", and put forward clear requirements for the curriculum standards of senior high schools: how to revise and implement the curriculum standards of compulsory education, and how to connect them.
3. Subject integration is the need of compulsory education and the trend of international curriculum development. Advocate the integration of subject content and traditional cultural content into mathematics curriculum.
Step 2 understand and express
Mathematical characteristics of core literacy: mathematical vision is mathematical abstraction, which embodies the generality of mathematics; Mathematical thinking is mathematical reasoning, which embodies the rigor of mathematics; Mathematical language is a mathematical model which embodies the universality of mathematics.
The educational characteristics of core literacy: make students have some kind of consciousness, that is, experience-based perception; Make students have a certain concept, that is, understanding based on concept; Make students have a certain ability, that is, mastery based on practice.
Stage characteristics of core literacy: in the low school stage, the senses are the mainstay, and the requirements for knowledge are more specific, with more emphasis on consciousness. Senior high school is concept-oriented, with more general requirements for knowledge and more emphasis on concepts, concepts and abilities. The seven core qualities of junior high school are embodied in mathematical abstraction, logical reasoning, mathematical modeling, mathematical operation, intuitive imagination, data analysis and geometric intuition.
How to cultivate the core quality of mathematics? Combined with what Professor xx said, I think that the core literacy of mathematics can not be obtained directly through learning, but is constantly infiltrated through the understanding of various concepts and practical activities, so that on the basis of the original ability to analyze and solve problems, it is further proposed to cultivate students' ability to find and ask questions. It is not enough to understand and accumulate mathematical ideas only by the teacher's explanation. More importantly, it depends on students' personal participation in mathematics activities and their independent thinking. On the basis of paying attention to the result goal, it is further emphasized to pay more attention to the process goal. Only in this way can the core literacy of mathematics take root in teaching activities.
3. Specific changes in the new curriculum standards
The learning cycle has changed: from the previous three learning cycles to four learning cycles, including one in primary school 1~2 grade; The first phase of grades 3~4; Grade 5-6 phase 1; Grade 7~9 in junior high school is a period. The change of learning period is to better connect knowledge points and highlight the integrity and consistency of mathematics teaching.
The style of curriculum standards has changed: a chapter on academic quality has been added, and content teaching research and teacher training have been added in curriculum implementation. The change of style makes teachers more aware of the content requirements, academic requirements and teaching tips (what to learn, how to learn and how to learn). Change principle: increase algebraic reasoning and enhance geometric intuition.
Content changes: junior high school added: understanding the meaning of negative numbers, Chapter 9: Equations in arithmetic, approximate calculation, understanding algebraic reasoning, Vieta theorem.
As a teacher, we should study curriculum standards thoroughly, understand the essence of curriculum standards changes, master the ideological connotation of curriculum standards and be familiar with the overall requirements of curriculum standards. Only in this way can we have a clear purpose and focus on learning textbooks, accurately grasp the key points and difficulties of textbooks, creatively design the teaching process, disperse difficulties and break through doubts, so as to easily master textbooks and flexibly choose teaching methods. Especially as a new teacher, it is necessary to study teaching materials under the guidance of curriculum standards, so as to define the depth and breadth of teaching more accurately.
No matter how the curriculum standards change, we should always put students first, strive to enrich ourselves and make ourselves a "trickle". Let students love and enjoy learning, so that they will make progress in teaching. Learning the new curriculum standard is to improve teaching ability and change teaching methods. When teaching methods change, the role of teachers in teaching will also change. Although teaching methods have changed, teachers' roles have changed and teaching viewpoints have changed, our teaching objectives cannot be changed, all for children and all for children; We need to work hard, study hard and make continuous progress in order to become "new" teachers.
Part II: Understanding the New Mathematics Curriculum Standard in 2022 Recently, I learned the Mathematics Curriculum Standard for Compulsory Education (2022 Edition), and also learned the report of the Change of Junior Middle School Mathematics Curriculum Standard-Teaching Enlightenment and Interpretation of Compulsory Education Mathematics Curriculum Standard (2022 Edition) by Professor xx. Through the study, I have some knowledge and experience about the new curriculum standards in 2022.
First, I have a deeper understanding of the core literacy of mathematics.
Mathematics core literacy is a comprehensive embodiment of key abilities with basic characteristics of mathematics, thinking quality, emotional attitude and values; It is the ultimate goal of mathematics education related to human behavior (thinking and doing things); It is gradually formed and developed by students participating in mathematics teaching activities, which is consistent and developing for mathematics education. Curriculum standards clearly point out that core literacy is the basic basis for setting curriculum objectives. The general goal of mathematics course is to let students gradually learn to observe the real world with mathematical eyes, think about the real world with mathematical thinking and express the real world with mathematical language. The vision of mathematics is abstract in essence, that is, from life to mathematics, the thinking of mathematics is essentially logical reasoning, that is, from mathematics to mathematics, and the language of mathematics is essentially mathematical model, that is, from mathematics to life. "Three skills" is the overall embodiment of the core literacy of mathematics, and it is also an accurate exposition of the goal of mathematics education, the essence of mathematics curriculum and the method of mathematical thinking.
Mathematics core literacy makes the goal of mathematics education clearer, the forms of mathematics education more diverse and the requirements of mathematics education more stringent. Implementing the core quality of mathematics is the key to carrying out the fundamental task of moral education and implementing quality education in mathematics education, and it is also the basis and ultimate goal for our mathematics teachers to study and analyze teaching materials, prepare lessons carefully, carry out classroom teaching, conduct classroom evaluation, cultivate students' "four basics" and "four abilities" and form correct emotions, attitudes and values.
Second, have a deeper understanding of the content of mathematics courses.
The curriculum standard has adjusted some junior high school curriculum contents, including the new content of 18, two asterisks in the selected reading contents and four contents. Among them, the new contents are worthy of attention, such as understanding algebraic reasoning, drawing with a ruler, drawing parallel lines of this straight line through a point outside the straight line, and calculating the sum of squares of deviations of a group of data. Understanding the relationship between the roots and coefficients of a quadratic equation, and exploring and proving the vertical diameter theorem are all necessary contents, which will have a certain impact on mathematics teaching and require mathematics teachers to have a new understanding of the knowledge system.
In the new curriculum standard, the change of curriculum content is more suitable for the implementation of core literacy, emphasizing intuition in geometry content, designing appropriate situations and asking appropriate questions in algebra content. Professor xx clearly pointed out that the adjustment of course content should adhere to the principle of not simply introducing concepts and methods. The concept of mathematics comes from the abstraction of life, and there is no concept of nature and comparison, only form and no essence; There is no qualitative comparison method, just simple skill training. Students can't understand the essence of mathematics, and mathematics learning is to let students better understand, think, express and know the problems in the real world. Therefore, the arrangement of course content should enable students to abstract concepts from rich life problems and mathematical problems, study their essence, enrich their connotation, master the ability to solve mathematical problems, and realize the implementation of students' core literacy.
It is worth mentioning that the revision of curriculum standards has also increased the part of academic quality. Academic quality is the performance of students' academic achievements after completing the phased learning of the course, and it is the basis for the proposition and evaluation of the academic level examination, which makes students more clear about the degree of each stage and each knowledge. Academic quality plays an important guiding role in textbook compilation, teachers' teaching and students' learning. Academic quality is also an interpretation of the depth and breadth of course content. In the new curriculum standard, the arrangement of mathematics curriculum content is more scientific, the setting is more clear, the core literacy of mathematics is implemented, and the educational function of mathematics curriculum is further highlighted.
Third, the enlightenment to mathematics teaching
1, pay attention to the macro understanding of mathematics curriculum.
The new curriculum standard defines the educational function of mathematics education. Students are required to master the basic knowledge and skills, basic ideas and basic activity experience necessary to adapt to modern life and further study through the study of mathematics courses. Therefore, how to implement core literacy is the fundamental starting point for us to study textbooks, analyze students, choose teaching methods, design classrooms and design problem situations. Each specific learning content has the function of cultivating related core literacy, and attention should be paid to establishing the relationship between specific content and the main performance of core literacy. This requires math teachers to have a clear understanding of the course content, such as what is the original life and source of this section of math knowledge, and what kind of problem scenarios should be designed? What kind of mathematical thinking method does this mathematical content contain? What is the core quality to be cultivated in this course? What is the connection between before and after and students' knowledge? What role does this knowledge play in production and life? These are all questions that teachers should think about in teaching preparation.
2. Pay attention to the overall grasp of the teaching content.
Curriculum standards have clearly pointed out that teaching content is the carrier of implementing teaching objectives and developing students' core literacy. Therefore, we should pay attention to the overall analysis of teaching content in teaching, so that students can feel the structured knowledge system and learn to dig and dig the mathematical essence behind knowledge. Understand the origin, structure and correlation, value and significance of mathematical knowledge, guide students to establish a meaningful knowledge structure from the relationship between mathematical concepts, principles and laws, help students learn to look at problems with a holistic, connected and developmental perspective, form scientific thinking habits and develop core literacy.
A good teaching design and a good classroom teaching must have a deep understanding of the mathematical essence of the teaching content, a systematic understanding of the progressive teaching content, an overall grasp of the internal relations of the teaching content, and a clear understanding of the content system and knowledge network. Teaching design is to design problems, mathematical ideas, thinking methods, life situation problems, mathematization of situation problems and modeling of mathematical problems, so as to grasp the essence in class, simplify the complex and turn the difficult into the easy.
3. Pay attention to the diversification of teaching methods.
Classroom is the main position for us to carry out education and teaching activities, and it is also the main carrier for imparting mathematical knowledge, mathematical skills, mathematical thinking methods and exercising thinking quality. The traditional single teaching method can no longer meet students' learning needs and the implementation of mathematics core literacy. Curriculum standards have clearly pointed out that mathematics teaching should pay attention to inspiration, inquiry, participation and interaction, explore large-unit teaching, and actively carry out comprehensive teaching activities such as interdisciplinary thematic learning and project learning. Through a variety of teaching methods, students can feel the basic ideas, accumulate experience in basic activities, give full play to the educational value of each teaching method and promote the development of students' core literacy in the process of practice, inquiry, experience, reflection, cooperation and exchange.
Our classroom teaching must first renew our ideas. We are not only imparting knowledge, but also educating people. In each class, situations are used to stimulate students' interest, questions are used to inspire students' thinking, and general mathematical ideas and problem-solving methods are summarized. Through students' exploration and discovery, hands-on operation, mathematical activities, exchange and discussion, and thinking internalization training, we can master knowledge, study methods, summarize laws, improve thinking, develop character, and gradually cultivate students' core literacy.
Through the study of this curriculum standard, I have a new understanding of the educational concept, teaching content and teaching objectives of junior high school mathematics. In the future education and teaching, I will continue to deeply understand the requirements of the curriculum standards, carefully study the teaching materials, and practice attentively in the classroom, and strive to truly let students get a good mathematics education and develop differently in mathematics through my own education and teaching, and gradually form the core literacy that adapts to students' lifelong development.
Chapter 3: Understanding the New Mathematics Curriculum Standard 2022 "Compulsory Education Mathematics Curriculum Standard" was promulgated on April 2, 20221day. The interpretation, study, understanding and implementation of the new curriculum standards are the top priority for our front-line math teachers. During the holiday, under the guidance of Mr. Zhou at the workstation, combined with Professor xx's further interpretation of the curriculum standard, I thought deeply and reviewed the learning content, which benefited a lot. Now let me talk about some of my personal experiences.
1, fully implement the core literacy of mathematics
Through learning, I have a deeper understanding of the core literacy of junior high school mathematics. We should gradually train students to observe the world with mathematical eyes, then think about the world with mathematical thinking and express the world with mathematical language. The implementation of the core literacy of mathematics requires us to have goals in our hearts and students in our eyes, and we need to link the core literacy of mathematics with the classroom and students. Let the core literacy of mathematics land in the classroom and let the education of mathematics take root in the classroom.
2. Try to change the learning style.
The new curriculum standard advocates inquiry, cooperative communication and practical innovation in mathematics learning. Based on students' life experience and existing knowledge background, we should provide them with sufficient opportunities to engage in mathematical activities and exchanges, and urge them to truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of subject exploration, and at the same time gain rich experience in mathematical activities. Mathematics teaching is the teaching of mathematics activities, and it is a process of interaction, mutual influence and common development with teachers. Students are the leaders of mathematics learning, and teachers are the organizers, guides and collaborators of students' learning. In the future teaching work, we should constantly try to change teaching methods, let students become the masters of the classroom, and gradually guide students to master knowledge.
3. Pay attention to every student and pay attention to diversified evaluation.
The new curriculum standard points out: "we should pay attention to the results of students' learning and their learning process;" "We should pay attention to students' mathematics learning level, and also pay attention to their emotions and attitudes in mathematics activities to help students know themselves and build confidence. "This requires our teachers to comprehensively and comprehensively evaluate students and use more encouraging comments. We should be more tolerant and less accusatory and allow students to make mistakes. We must clearly realize that each student's foundation is different and the process of learning mathematics will be different. If we use the same standards to measure and evaluate students' learning, it will inevitably create many losers. Therefore, the evaluation should be different from person to person, instead of using the same ruler, we should pay attention to evaluating the progress of individuals on the original basis and help them establish confidence in learning mathematics well. "Interest is the best teacher." As long as we always put students first, strive to enrich ourselves and let students love and enjoy learning, we will certainly make progress in teaching.
In short, in the future mathematics teaching, I will adhere to the concept of new curriculum standards, adhere to the guidance of new curriculum standards, prepare lessons carefully, do a good job in each class, and pay attention to efficiency and quality in class for 45 minutes. Let each of my students gain something in every math class, not only learn math knowledge, but also improve their ability, the development of thinking, the formation of math thinking and the gradual establishment of core literacy, which makes different students have different development in math.
Chapter Four: Understanding of the New Mathematics Curriculum Standard 2022 Through the study of Teaching and Double Reduction Policy under the New Curriculum Standard, I have benefited a lot and gained a lot. Now my experience is summarized as follows:
First: What changes have been made in the requirements of the new curriculum standard in 2022 compared with the original one? What changes have taken place in the teaching under the new curriculum standard and double reduction? In other words, in the future teaching process, we should pay attention to the communication between students, students and teachers, teachers and teachers, teachers and parents.
We know that in our teaching process, we should optimize the quality of lesson preparation, tap the elements of life, strengthen students' thinking, drive students to learn, and finally create a good learning atmosphere. Let me know that the division of study periods has changed from three to four. We should attach importance to the integration of information technology and mathematics classroom, enrich our teaching mode, strengthen comprehensive practical ability and improve students' core literacy. Usually, we can also carry out unitized whole teaching in the classroom and use unitized whole teaching mode more. Use heuristic and inquiry teaching to promote students' thinking and pay attention to the generation of mathematical knowledge. After a lot of discussion and summary, it is found that we should first create teaching situations, change teaching ideas and stimulate students' interest in learning. How to create teaching situation? It should be created by life, and we can also use subject knowledge or our scientific knowledge. With the help of questions, students are encouraged to carry out inquiry learning, and more materials are used in life. Subject knowledge also comes from life and is applied to life. With the change of teaching concept, all aspects of teaching have also changed. From the initial preparation of textbooks to the current use of textbooks, under the curriculum reform, teachers have also put forward higher requirements, paying attention to students' process learning and evaluating students in multiple dimensions. We should not only pay attention to reducing the burden, but also prepare lessons, carefully study the teaching materials and guide students where to go. This requires us to carefully design questions, let students find and ask questions, and cultivate students' core literacy.
Second, the new curriculum standard requires our teachers to change the inherent teaching mode. In our math class, students usually report that it is boring and has no characteristics, but the new curriculum standard has added many new requirements, which makes our inherent math class interesting and attracts students' ability to learn and apply mathematics to the maximum extent. Teacher Chen emphasized that many things have not changed in the new curriculum standard, and we mainly study the changed parts. We should stimulate and enhance students' learning motivation, so that students can be more connected with real life. This is actually an ancient view, and we have been on the road to practice, but this road is still very difficult, because our students lack the awareness of finding problems and the ability to ask questions. This requires us to guide students to find and ask questions in the future teaching process, make clear the direction of problems, and reduce repetitive, massive and ineffective homework.
Third: What are the new requirements for us after the change of curriculum standards? The new curriculum standard emphasizes the subjectivity of course learning, the contextualization of subject learning, the content of situational problems, the mathematicization of problem content, the theorization of mathematical problems, the application of theoretical problems and the reflection of subject learning, which conforms to the law and understanding of learning. This is also consistent with the current new curriculum standards. Rational understanding must be supported by perceptual materials, so our teaching methods will also change, and we should further understand the changing trend of our teaching methods.
Fourth: people-oriented, moral education, easier said than done. Now the society has higher and higher requirements for our teachers. We require teachers to have personality and characteristics, to establish correct core values, and to have the necessary character and noble core literacy. Only such teachers can adapt to the modern society and have the ability to integrate teaching materials, so our teachers should also have ideas and opinions. Now the class host is not good and I feel a lot of pressure.
In short, in the future education and teaching work, we should see more, think more, think more and learn more, and finally make ourselves a new teacher who adapts to the new curriculum standards.
Chapter 5: Understanding the New Mathematics Curriculum Standards 2022 20xx On April 2 1 day, the Ministry of Education promulgated the Mathematics Curriculum Standards for Compulsory Education (20xx Edition), which is like a lighthouse and points out the direction for mathematics teaching. In mid-May, the mathematics teaching and research group of our school organized all the mathematics teachers to watch the professional explanation video of Professor xxx carefully and discuss the topic, which made me have a more comprehensive understanding of the new curriculum standard. During the summer vacation, I read the book again and got a deeper understanding and experience of the new curriculum standard.
Mathematics Curriculum Standard for Compulsory Education (20xx Edition) embodies the requirements of social development for talent training, the unique educational value of mathematics discipline and the accumulated experience of mathematics curriculum reform. Its changes and breakthroughs are mainly reflected in defining the students' core literacy to be cultivated in the mathematics curriculum in the compulsory education stage, determining the curriculum objectives oriented to core literacy, and constructing the content structure pointing to core literacy.
The 20xx version of the curriculum standard has been greatly revised on the basis of the 20xx version, which better reflects the educational value of mathematics and highlights the role of mathematics in promoting students' development.
Change and breakthrough
(A clear core literacy of compulsory education.
The 20xx curriculum standard describes the core literacy that students should cultivate in mathematics curriculum as "three skills", that is, observing the real world with mathematical eyes, thinking about the real world with mathematical thinking and expressing the real world with mathematical language.
"Three skills" is the expectation of mathematics education for future citizens' mathematics literacy, aiming at enabling students to acquire correct values, necessary character and key ability to adapt to lifelong development through different stages of mathematics education. In order to adapt to the development of students at different stages, the curriculum standard group expresses the core literacy at different stages. The primary school stage is mainly manifested as "number sense, quantity sense, symbol sense, calculation ability, geometric intuition, space sense, reasoning sense, data sense, model sense, application sense and innovation sense".
The thinking of primary school students is mainly concrete, and the performance of core literacy focuses on consciousness, that is, based on experience. The clear presentation of core literacy and its performance lays a foundation for the determination of curriculum objectives, the structural adjustment of curriculum content and the reform of teaching methods and evaluation methods.
(B) determine the literacy-oriented core curriculum objectives
The general goal of compulsory education mathematics curriculum is stated in the 20xx version of curriculum standard: "Through mathematics learning in compulsory education, students can gradually observe the real world with mathematical eyes, think about the real world with mathematical thinking, and express the real world with mathematical language. The overall goal is guided by the "three meetings", which embodies the "four foundations" of knowledge-based learning, the "four abilities" of problem-solving (the ability to find, put forward, analyze and solve problems), and the feelings, attitudes and values formed in the learning process.
According to the development characteristics of students in different periods, the 20xx version of curriculum standard divides the three aspects of the overall goal into four periods. Based on the content requirements of different class hours, the goal of the study period is combined with the specific performance of core literacy, which provides a basis for the selection of teaching content, the organization of teaching activities and the design of teaching evaluation.
(C) the construction of structured curriculum content
Although the content structure of the 20xx edition curriculum standard retains four fields of the 20xx edition curriculum standard: number and algebra, graph and geometry, statistics and probability, synthesis and practice, in order to better promote the cultivation of students' core literacy, the themes in each field have been further adjusted in structure.
For example, in the first to third issues, the original six topics in the field of number and algebra are integrated into two topics: number and operation and quantity relationship; The original four topics in the field of "graphics and geometry" are integrated into two topics: "cognition and measurement of graphics" and "position and movement of graphics", which shows that the teaching of mathematical concepts should be integrated with the nature, operation or relationship of concepts; The original "classification" in the field of "statistics and probability" was adjusted to "data classification" in order to highlight the cultivation of students' data awareness in the era of big data. Based on the idea of theme adjustment, the expression of content emphasizes integrity and consistency.
The 20xx version of the curriculum standard has also added, deleted or adjusted some specific contents. In order to strengthen the understanding of basic concepts and the cultivation of symbol consciousness, the "simple equation" was cancelled in primary school, and the learning of "letters represent numbers" was strengthened; In order to meet the requirements of the era of big data and strengthen the cultivation of students' data awareness, the content of "percentage" is included in the fields of "statistics and probability".
(4) Put forward teaching suggestions on the implementation of core literacy training.
The 20xx version of curriculum standards has changed the way that the 20xx version of curriculum standards simply describes the content, and describes each learning theme in each period from three aspects: content requirements, academic requirements and teaching tips. Content requirement is the expression of learning scope, expressing "what to learn"; Academic requirements are the expression of learning level, expressing "what to learn"; Teaching tips are opinions about teaching implementation and express "how to learn". The expression of three aspects is integrated with the performance of core literacy, which makes the learning content organically integrated with the requirements of core literacy.
For example, the academic requirements of the theme of "number and operation" in the first learning period are: "The number of objects or the order of things can be expressed by numbers, and numbers within 10,000 can be recognized, read and written; Be able to say the numerical values represented by numbers in different digits; Symbols can be used to express the relationship between numbers and form a preliminary sense of numbers and symbol consciousness. " There are not only requirements of knowledge and skills, but also requirements of core literacy.
The teaching tips of the 20xx version of the curriculum standard emphasize the orientation of core literacy, and explain how to design the curriculum objectives pointing to core literacy, create real situations, ask appropriate questions, and point out how to organize effective teaching activities. Emphasis is placed on interdisciplinary themes or project activities as the carrier, promoting the integration of information technology and mathematics teaching, cultivating students' ability to comprehensively apply knowledge and methods of mathematics and other disciplines to solve practical problems, and cultivating students' innovative consciousness and application ability.
(5) Build an evaluation system that points to core literacy.
The 20xx version of the curriculum standard expounds the contents related to evaluation through the parts of "academic quality" and "evaluation suggestions". Academic quality is based on the performance of core literacy, with structured mathematical content as the carrier, and with different levels of situations and activities, it puts forward requirements for the academic level of students in different classes. Pay special attention to the consistency between "Four Basics" and core literacy, reflecting the development level of students in different classes in knowledge and skills, mathematical thinking, mathematical activity experience and core literacy. The Evaluation Suggestion puts forward the evaluation methods with rich forms, multi-dimensions and diverse subjects and the specific requirements for the application of evaluation results, and emphasizes the establishment of proposition planning and methods consistent with core literacy.
Key points and suggestions
The 20xx version of the curriculum standard puts forward specific requirements for the compilation of teaching materials, teaching research and teacher training, the design and organization of teaching activities, and teaching evaluation. The key point of its implementation is to understand the concept and goal of mathematics curriculum and accurately grasp the essence of mathematics curriculum content and its relationship with core literacy.
Accurately understand the concept of mathematics curriculum and implement the curriculum goal of core literacy orientation
Mathematics curriculum must carry out the fundamental task of moral education and become an important carrier to implement the educational policy of all-round development of morality, intelligence, physique and beauty. Curriculum implementers should fully understand the general goal of integrating "four basics", "four abilities" and "feelings, attitudes and values" with the guidance of "three meetings", so that students can understand and master mathematical knowledge and skills, develop mathematical thinking, accumulate practical experience, and gradually form and develop core literacy; Carefully analyze the content requirements, academic requirements and teaching suggestions of each topic, grasp the essence of mathematics content and related core literacy, create and implement appropriate teaching activities, arouse students' independent thinking and communication with others, and implement curriculum ideas and objectives in every link.
Pay attention to the idea of structural reorganization and some adjustment contents.
Curriculum implementers should understand that the structural reorganization and partial content adjustment of the 20xx version of curriculum standards organically combine concepts with their nature, operation or relationship, which is conducive to the implementation of core literacy-oriented education and teaching. For example, the new theme of "quantitative relationship" in primary schools has increased the content of drawing rulers, adjusted the percentage content, removed simple equations, and strengthened the letters to indicate the changes of numbers. Teachers are the ultimate implementers of the 20xx version of curriculum standards, so effective teacher training and targeted school-based research are very important. The core literacy of students is not formed overnight, nor is it obtained through the study of individual knowledge points. Therefore, it is necessary for teachers to study and prepare lessons as a whole. Every teacher should be clear about the context of teaching content and how it is integrated with core literacy, and should also be clear about the relationship between teaching content and what he has learned before and after grade.
In short, the promulgation and implementation of the 20xx version of the curriculum standard not only poses a new challenge to compulsory education mathematics teaching, but also provides a good opportunity for in-depth study and practice of the new curriculum concept, which will certainly promote the professional development of primary and secondary school mathematics teachers and the comprehensive deepening of compulsory education mathematics teaching reform while comprehensively improving students' core literacy.