The function of Mathematics, a textbook for compulsory education curriculum standard experimental middle school, is to try to embody the function of mathematics curriculum and the new ideas, goals and requirements of mathematics curriculum standard. Taking the standard textbook of mathematics curriculum as an example, this paper expounds the functions of "unit learning", "special topic" and "mathematics learning mode under network environment" in the textbook of experimental middle school. It is pointed out that only when users of experimental middle school textbooks understand the internal relationship between them and mathematics curriculum standards, understand the intention and emphasis of various editing designs of middle school textbooks, and judge the structure and value of middle school textbooks, can they correctly and effectively use various new designs of experimental middle school textbooks to implement mathematics teaching in lesson preparation and teaching activities.

The purpose of curriculum reform is to comprehensively improve students' quality. To effectively achieve the purpose of curriculum reform, we must create a good learning environment for students. This environment includes diversified high-quality learning experience and teaching resources, and high-quality middle school textbooks are one of the important factors of teaching resources. Because middle school textbooks are not only teachers' textbooks, but also the basis of many teaching decisions and important self-study materials for students. The basis of many teaching decisions made by teachers in the classroom depends on middle school textbooks, because middle school textbooks are highly authoritative in achieving curriculum goals. The middle school textbooks used in the classroom greatly affect the teaching objectives, tests and related teaching activities. Some people even think that 95% of what happens in class is related to middle school textbooks, that is, middle school textbooks drive the curriculum. At the same time, students can make clear their learning tasks and directions through middle school textbooks, and understand relevant contents through reading. Therefore, middle school textbooks play an irreplaceable role in other learning materials.

The writers of middle school textbooks should not only consider the goals to be achieved, but also consider the ways and presentation methods to achieve them. The compilation of middle school textbooks includes macro-level and micro-level: the macro-level includes the order and integration of each unit of middle school textbooks, the relationship between internal parts and the embodiment of curriculum objectives in mathematics middle school textbooks; Micro-level includes the design of mathematics learning activities, the degree of encouraging students to learn, appropriate exercises and evaluations, and so on. The purpose of this paper is to explore the role of experimental middle school textbooks in mathematics curriculum standards, because we believe that users of experimental middle school textbooks should be able to understand the compilation intention and system characteristics of middle school textbooks, the internal relationship between middle school textbooks and standards, the intention and focus of various editing designs of middle school textbooks, and judge the structure and value of middle school textbooks. Only by obtaining this information can teachers correctly and effectively use the new designs of experimental middle school textbooks to implement mathematics teaching, actively maximize the value of middle school textbooks, accurately set teaching priorities in lesson preparation and teaching activities, make good use of middle school textbooks, and find the only way to implement curriculum standards. Below, we take the textbook of experimental middle school as an example to discuss the role of the textbook of experimental middle school.

First of all, we feel that the presentation and editing design of experimental middle school textbooks show us a brand-new context of middle school textbooks, which is different from the old textbooks. In order to fully embody and implement the concept of curriculum standard and get rid of the lack of spirit in reading activities, the teaching materials of experimental middle schools have carefully designed the forms of "inquiry and practice", comprehensive practical activities and special topics to guide students to "extract text information from speech forms and activate the meaning of information; Infiltrate the' presence' experience and treat it critically when it comes to' blank' or' polysemy'.

The style of teaching materials in experimental middle schools is diverse, which breaks the pattern of knowledge system, but this is not the basic knowledge of learning. Mathematics is a comprehensive subject, which can be said to be the synthesis of various abilities in mathematical ability, a large number of complex formulas in learning content and 5,000 years' mathematical knowledge in knowledge structure. The textbook of experimental middle school has changed from a closed space to an open space, which has realized the comprehensive application of mathematical knowledge and the all-round development of listening, speaking, reading and writing ability. The barrier with the discourse world outside middle school textbooks has also been broken, and the penetration of discourse outside middle school textbooks has been enhanced. There is an organic communication among knowledge, books, life and mathematics. With more tense connections, the edges of mathematics, mathematics, history, geography and politics are blurred. Middle school textbooks combine reading, writing, listening, speaking and comprehensive activities around the theme. The reading text of the unit is closely related to comprehensive learning in content, which makes comprehensive learning an organic part of the unit and an extension and expansion of the infection of reading text on students' emotional attitudes and values. It really realizes the organic integration with reading teaching, which is more conducive to students to implement the cognitive methods and value judgments obtained from reading materials in real life. The textbook of experimental middle school also inserts "masterpiece recommendation and reading" and "special topic" between units, which breaks through the single style of selected works and integrates various reading and writing oral communication modes such as comprehensive reading and writing, reading, situational and speech practice, discussion and inquiry. Each line has a series of vertical and horizontal connections. If they are separated, they will be used for each other, so as to achieve the integration and optimization of mathematics middle school textbooks and form a semantic comprehensive ability system. This provides a context for local and unsystematic knowledge, and the arrangement order of experimental middle school textbooks is a new choice and combination of these knowledge. The context generated by this choice and combination not only highlights the ideas and goals of editors and curriculum standards, but also has greater openness. The whole set of middle school textbooks basically can't find knowledge short articles about reading, writing or oral communication, but guide students' reading and writing practice, such as "reading appreciation", "finding food from life" and "tactfully refusing", which embodies the writer's view on mathematics education: students' excellent listening, speaking, reading and writing ability is obtained through practical activities, not by reciting knowledge short articles, and students' mathematical ability should be obtained through activities as a whole. This blocks the road from one extreme to the other.

"Recommended Reading of Famous Books" and "Special Topics" are brand-new editing designs, aiming at cultivating students' study habits of independence, cooperation and inquiry. "Famous Books Recommendation and Reading" broke the convention of reading only a single article in class. Introducing the whole book into the classroom and allowing students to read the whole book independently can not only expand learning resources and increase mathematics accumulation, but also improve students' ability to read the whole book, so that students can master the key to reading the whole book in reading activities, which can play a role in fueling students' extracurricular and future studies, and can be said to be useful for life. The design of "special subject" focuses on mobilizing students' life experience and various knowledge, promoting students to master new learning methods, forming new teaching relationships, and making full use of and developing mathematics learning resources. Editors choose issues worthy of attention and topics that can easily stimulate students' understanding of nature, society and self-interest, advocate students' initiative, and cultivate students' ability to find, analyze and solve problems and collect, screen and sort out data in activities; Encourage students to actively participate, face the vast life world, exchange feelings from the real life triggered by the text, supplement fresh content, let novel ideas collide with each other, and let all students experience the achievements and progress of mathematics learning; Broaden our horizons, tap unlimited innovation potential, and make mathematics teaching full of vitality and vitality. For example, the first volume of the seventh grade will write "cunning" and "ferocious" wolves; "Smart" and "brave" wolves; Four articles about beasts and wolves and "Killing wolves causes ecological imbalance" come together to form a special topic, and several levels of open questions are designed for students from the perspectives of sociology, biology and ecology. These questions are simple and popular, and they contain profound truth, which fully embodies the mathematical factors. Students can choose some of these questions independently according to their abilities and interests, search for information by themselves, design the form of report results by themselves, arrange the time and way of observation by themselves, or think, ask questions, study and debate under the organization and guidance of teachers, and write small papers or investigation reports. When students carry out the above activities one by one, their mathematical ability, thinking ability and analytical ability will be comprehensively improved. It not only teaches students how to correctly look at the democratic spirit of a thing from multiple angles, but also has environmental awareness. This learning method pays attention to the cultivation of students' comprehensive quality in the process of activities, and does not require students to engage in heavy and useless knowledge point analysis, giving students more space for independent learning and cultivating students' creativity. Rational language forms such as "love life", "love humanity" and "love nature" are transformed into intuitive, intuitive, perceptual and aesthetic language forms in the process of activities, and the influence of emotional attitude, the guidance of values, the requirements of oral communication and writing, the communication between mathematics courses and other courses, and the connection between book knowledge and practical activities are all skillfully integrated into them.

Mathematics Curriculum Standard sets the general goal, stage goal and three-dimensional goal for mathematics teaching. When compiling middle school textbooks, editors should have the goal of dividing papers and unit goals in mind. Teachers and students should also have teaching objectives in class hours when designing teaching. The lower goal should always be the embodiment of the upper goal. The middle school textbooks of mathematics experiment have a large space for setting teaching objectives and have certain flexibility. The intensive reading and skimming of the text are flexibly arranged by the teacher. There is no unit teaching goal and text learning focus, and teachers can determine it by themselves according to the requirements of the standard. Since the second volume of the seventh grade, middle school textbooks have also reserved space for teachers and students to recommend their own texts. This flexible arrangement can fully mobilize students' learning initiative and create conditions for them to carry out inquiry learning. It is also convenient for teachers and students to form different learning paths according to their needs, and give full play to the initiative and creativity of teaching. The exploration and practice of middle school textbooks can be said to be the main part of reflecting the upper-level goals, which shows the ingenuity of the editors of experimental middle school textbooks in reflecting the upper-level goals in middle school textbooks. The textbook of mathematics experiment middle school has established a brand-new concept: don't stay on the memory, understanding and analysis of the text content, pay attention to guiding students to complete the reading process independently and explore the answers to the questions by themselves. On this basis, select multiple problems, design problems, and establish the number and degree of problems. The overall perception question does not require students to summarize the theme and analyze the writing characteristics, but focuses on letting students express their unique feelings and creative opinions while perceiving the text as a whole; Accumulate and use language while being influenced by emotion; Deepen understanding and comprehension in the process of accumulation and application. How to solve creative problems does not need a unified answer, but only requires students to have their own unique opinions. "Rooted" in textbooks, not limited to textbooks, but also extended to extracurricular life and parallel disciplines. These open inquiry exercises are conducive to cultivating students' good thinking quality, innovative spirit and practical ability. For example, the first topic "Open a door for you" requires students to "talk about what literature is in their hearts" on the basis of repeated reading and in-depth understanding of the text, combined with the feelings of reading literary works at ordinary times. In this way, students can express their different experiences and unique opinions in their own language with their own experience of contacting literature. This is much more valuable than memorizing the definition of literature and analyzing the abstract truth of literature. Try to figure out the taste and overcome the disadvantages of dismembering and isolating mathematics training from multiple angles with language. Put the understanding and application of language and characters in the combination of knowing and expressing ideas and connecting with life, communicate with parallel disciplines, and take the use in class as the starting point of extracurricular use, so as to guide extracurricular migration. The problem of memory accumulation is mainly familiar reading and reciting, which should be adhered to as a traditional mathematics learning experience. Writing exercises adopt multi-dimensional and multi-angle spiral progressive sequences, avoiding terminology and "reading to lead writing"; The topic of the composition is flexible and free, encouraging independent expression and creative expression; Arrange a series of "small exercises" to modify the article and gradually cultivate the habit of modifying the composition. [3] Through the innovative design of after-school exercises, experimental teaching materials have expanded the capacity of teaching materials and opened up mathematics learning resources, which not only reduced the heavy learning burden of students, but also improved the teaching quality and effect, and truly "committed to the formation and development of students' mathematics literacy", making students' sense of language more acute and refined. The design of these questions also reflects the transformation of middle school textbooks from teaching-oriented to learning-oriented, and realizes the organic unity of "teaching-oriented" and "learning-oriented".

The textbook of mathematics experimental middle school pays full attention to the new exploration of mathematics learning mode under the network environment, which shows a broad prospect for the reform of mathematics classroom teaching and the construction of open and dynamic mathematics curriculum. For example, the seventh grade (volume 2) has such a design: "watch the news online; Learn to use e-mail; Visit an educational website with your recent study problems; Go to the electronic reading room to read your favorite books and magazines and take notes; Search and save information on the internet and try to write a research article; Choose a chat room and participate in the discussion. " From text reading to hypertext reading, the illustrated virtual reality world has become a bridge between students' experience and the language world. Students can effectively mobilize a variety of sensory organs and reach a new realm of knowledge with good words and sounds and audio-visual relevance. The new learning mode aims to train students to learn to search, obtain information, process and use information, generate and create information, and have the ability to play information efficiency, cooperation and immunity. Give full play to the advantages of network, such as large amount of information, multimedia and interactivity, and realize the reform of mathematics teaching methods under the network environment, which will also bring opportunities for leap-forward development of classroom teaching and personalized teaching. At the same time, it will also bring new challenges to traditional mathematics teaching.

The textbook in the middle school of mathematics experiment fully embodies the requirement of "Mathematics Curriculum Standard" that the compilation of textbook should be conducive to "stimulating students' interest". In addition to evaluating the famous works of past dynasties and modern times, we should also pay attention to the selection of Chinese and foreign model works with strong sense of the times, strong flavor of life, rich cultural connotation and modern thoughts and colors. It not only has the essence of traditional culture, but also has the color of modern culture. It has both literary talent and quality and is suitable for teaching. All edited words (including preface, subject words, "exploration and practice", activities, special topics, etc. ) mostly in the form of equal dialogue with students in the second person, lively, natural and close, brilliant in literary talent. Pay attention to overcoming adult, try to adapt to students' psychological development law and cognitive characteristics, so that students always have a sense of freshness, freshness and pursuit, thus enhancing the readability of teaching materials, and teaching and learning are a kind of beautiful enjoyment.

To sum up, we can see that the concept of curriculum standards is permeated in the selection of texts and materials, the arrangement and combination of units, comprehensive practical activities, exploration, practice, recommendation and reading of famous books, and the arrangement and design of special topics in middle school textbooks. Because of its openness and flexibility, it is less mandatory than before, which not only pays attention to giving full play to the potential of students' self-growth and self-education, but also gives. The textbook well interprets the idea that the extension of mathematics is equal to the extension of life, embodies the characteristics of subject integration, and introduces philosophy, physics, chemistry and biology into mathematics classroom to realize the communication between subjects. Therefore, how to show, accept and translate new ideas into practice still needs to be handled flexibly according to teachers, students and environmental conditions. Teachers must constantly "learn internally" in order to better control the teaching materials, determine the classroom teaching objectives, and specifically implement the upper-level objectives.