"Mathematics Curriculum Standard for Ordinary Senior High Schools" clearly puts forward its own guiding ideology, which is embodied in the curriculum concept: (1) Building a * * * foundation and providing a development platform; (2) offer a variety of courses to suit personal choice; ⑶ Advocating active inquiry learning style; (4) Pay attention to improving students' mathematical thinking ability; 5. Cultivate students' awareness of application; (6) keep pace with the times and understand the "double basics"; Once, emphasize the essence and pay attention to moderate change; (8) Reflect the cultural value of mathematics; Pay attention to the integration of information technology and mathematics curriculum; ⑽ Establish a reasonable and scientific evaluation system. These ten concepts provide a short-term development direction for high school mathematics curriculum, teaching and research, and also provide a basic guidance for the creation and development, diversity and selectivity of high school mathematics curriculum. Through the modular curriculum structure, it provides a variety of choices for students with different foundations and needs from the inside of mathematics. How to deal with the essence and form of mathematics in mathematics teaching is analyzed in detail. There are also learning methods that advocate initiative and dare to explore; There are problems about teachers' mathematics teaching methods, such as asking teachers to properly handle the essence and form of mathematics in teaching and analyzing the traditional problems of mathematics education in China. For example, it is emphasized that the high school mathematics curriculum should carry forward the fine tradition of attaching importance to basic knowledge, basic skill training and ability training in China, and there are epoch-making problems such as attaching importance to the integration of modern information technology and mathematics curriculum in China's mathematics education. At the same time, it points out the difficulties and more challenging problems faced by mathematics education, such as cultivating students' awareness of mathematics application, such as exam-oriented education.

2. The evaluation system and structure, contents and objectives are all new.

Mathematics curriculum standard divides high school mathematics curriculum into compulsory courses and elective courses. Compulsory courses consist of five modules: elective courses consist of four modules, of which series 1 and series 2 consist of several modules, and series 3 and 4 consist of several topics.

Compared with the Mathematics Syllabus for Full-time Senior High Schools issued in 2002, the course content has four main features:

First, a considerable part of the teaching content has not changed;

The second is the newly added teaching content, such as dichotomy for approximate solution, power function, spatial rectangular coordinate system, geometric probability, stem-leaf diagram, full-name quantifier and existential quantifier, basic theorems of definite integral and calculus, cylindrical coordinate system and spherical coordinate system, preliminary algorithm, block diagram (flow chart and structure diagram), reasoning and proof, selected lectures on mathematical history, residential safety and password, geometry, symmetry and group on sphere, Euler formula and closed surface. In addition, the newly added mathematical modeling, mathematical inquiry activities and mathematical culture are the main contents running through the whole senior high school curriculum. These contents are not set separately, but permeate every module or theme.

The third category is to delete teaching content, such as restrictions.

These four categories have adjusted their teaching and learning requirements. For example, the preliminary study of solid geometry only needs the structural characteristics of columns, cones, platforms, spheres and their simple combinations; The properties of prism, regular pyramid and sphere are reduced from mastery to no requirement; The treatment of inverse function only needs the explanation and intuitive understanding of specific function, and it is not necessary to discuss the definition of formal inverse function or the inverse function of known function in general. The requirements for the definition of parabola and hyperbola and standard equation are reduced from mastering to understanding, and their related properties are reduced from mastering to knowing; There are no requirements for the two properties of the combination number. There are also some areas that need to be improved, such as the simple application of piecewise function and the knowledge of least square method.

3. The new concept of classroom teaching.

Classroom teaching is the basic component of high school mathematics education activities and the basic way to implement school education. Most of the content of the whole mathematics course depends on the teacher's classroom teaching, and the change of classroom teaching concept will be the fundamental symbol of the real implementation, execution and realization of the new curriculum concept. Classroom teaching should eventually turn to the new curriculum classroom teaching with "autonomy, cooperation and inquiry" as its spiritual connotation.

Mathematics curriculum standards describe students' learning methods in detail: students' mathematics learning activities should not be limited to receiving, memorizing, imitating and practicing, and they should advocate independent inquiry, hands-on practice, cooperation and communication, reading and self-study and other ways to learn mathematics. These methods are helpful to give full play to students' learning initiative and make their learning process a "re-creation" process under the guidance of teachers. At the same time, learning activities such as "mathematical inquiry" and "mathematical modeling" are set up, which create favorable conditions for students to form active and diverse learning methods, thus stimulating students' interest in learning mathematics, encouraging students to develop independent thinking in learning courses, promoting students to form scientific and reasonable learning methods, and helping students develop the habit of independent thinking and active exploration.

In classroom teaching, teachers' teaching methods directly affect students' learning methods, and mathematics curriculum standards also put forward specific requirements for teachers' choice of teaching methods. Of course, teaching by teachers is still an important teaching method, but we must pay attention to students' active participation and teacher-student interaction. The choice of teaching methods should be based on the concept and goal of senior high school mathematics curriculum, students' cognitive characteristics and mathematical characteristics, and combined with the requirements of mathematics curriculum standards for students' learning methods.

From the above analysis, we can know that the first part of the new curriculum standard is new in content, with many knowledge points and high density of unit class hours, and the content to be completed in the previous year will now be completed in half a year. There is no way out without changing the teaching concept in time on the premise of increasing the content and not increasing the class hours. We know that the new curriculum standard will replace the syllabus and become the main programmatic document guiding our teaching, which clearly stipulates the determination and arrangement of teaching objectives, teaching objectives, teaching guiding ideology and teaching content. It is a guiding document for our senior high school teaching, and it is also a guiding document for future senior three review. Its significance is as important as the exam outline. Therefore, we should study and study the new curriculum standard as much as we pay attention to the examination syllabus, so as to avoid the time-consuming and laborious content that is not required and tested in the curriculum standard, and the situation that the required key content is not strengthened enough. In my teaching and research activities, I found that many people don't read and study the exam syllabus, but are led by their own intuition or miscellaneous information. For example, from the first year (9 1), when the examination instructions were issued, it was clearly stipulated that the distance between straight lines in different planes in solid geometry only examined the given common perpendicular, but some teachers told students many methods to find the common perpendicular in class, such as the vertical transformation method between straight lines and planes and the minimum method. And talked about four or five methods, which increased the difficulty of learning. This situation must not be allowed in the future, otherwise it will mislead others' children. Therefore, it is an important task for every senior one teacher to learn the new curriculum standards and study new textbooks. Everyone has experienced or will experience this transition from a student to a teacher. My experience is that the requirements of being a teacher and a student are absolutely different. Why do you say that? Because some problems in the student days don't need to be clarified, some teachers have summarized them for us, and even some difficult problems can be put aside for the time being. Besides, it's hard to say whether some questions can be tested in the college entrance examination. The above practices or ideas may be possible as a student, but absolutely not as a teacher. Because the teacher's duty requires us to find and understand all the problems independently and thoroughly, not only that, but also to guide students to sum up the ideas and methods of solving problems, and to thoroughly understand every problem in teaching, and never allow specious and ignorant situations to appear. I wonder if you have such an experience? When talking about some exercises, the teacher may sometimes forget when talking about them, which is something I sometimes encounter when listening to the class. The reason is not that we study hard, but that the knowledge gained by reading the answers to exercises or asking others is not impressive and easy to forget. Therefore, for new teachers, we must make great efforts, make great efforts, study independently, thoroughly understand the ins and outs of the problem, knowledge points, the purpose of the exam, and the deformation of related test questions, in order to sum up the laws, ideas and methods of solving problems. In short, teachers have to do several times more work than students in order to have a good class and be eager to learn. On the other hand, for the old teachers, although most of the contents of the textbooks remain unchanged, after all, some new knowledge has been added, which involves the renewal of knowledge. More importantly, it is necessary to change the teaching concept and teaching methods to connect with the requirements of the new curriculum standards as soon as possible. The new curriculum standard clearly proposes to improve teaching methods and implement heuristic teaching and discussion teaching. It is required to carry forward teaching democracy, teachers and students cooperate closely, communicate and interact, stimulate students' independent thinking and curiosity about mathematical problems, let students feel and understand the process of knowledge generation and development, cultivate students' scientific spirit and innovative consciousness, and form students' ability to acquire, develop and apply new knowledge to solve problems and communicate in mathematical language.