A: The four basic concepts in the new curriculum standard are: basic knowledge, basic skills, basic ideas and basic activity experience. (1) Reasons for retaining basic knowledge and skills in mathematics. In the past, mathematics courses emphasized "double basics", which required students to have solid basic knowledge and skilled basic skills. This is correct, and its historical contribution should be recognized. However, in the era of "knowledge explosion" and the rapid development of modern information technology, the content of "two basics" must keep pace with the times. (2) Three reasons for developing into "basic knowledge, basic skills, basic ideas and basic activity experience of mathematics". First, since "double basics" only involves one of the three-dimensional goals mentioned above, that is, knowledge and skills, adding these two items also involves the other two goals of the three-dimensional goals, that is, process and method, emotional attitude and values. Second, because some teachers have a one-sided understanding of the "two basics", they often see things but not people in the implementation, and teaching must be people-oriented, so increasing mathematical thinking and activity experience is directly related to people. Third, although "double basics" is the basis for cultivating innovative talents, innovative talents cannot be cultivated only by mastering existing knowledge and skills, but thinking training and experience accumulation are also very important. (3) Clear the connotation of the basic ideas of mathematics. Mathematical thought is the basis of the occurrence and development of mathematical science, the basis of exploring and studying mathematics, and the essence of mathematics teaching. The connotation of mathematical thought is very rich, and some scholars popularly refer to it as "forgetting all the specific mathematical knowledge and leaving things behind". (4) Understand the experience of basic mathematics activities. The mathematical activities mentioned here include not only the inquiry learning activities when students study mathematics in class, but also the practical activities related to mathematics courses. It includes both practical activities in life and specially designed activities in course teaching. Activity is a process, which not only shows that the learning result is the curriculum goal, but also shows that the learning process is the curriculum goal. Curriculum standards are put forward to enable students to gain experience in mathematical activities, and another important purpose is to train students to think from the perspective of mathematics in activities and obtain some results intuitively and reasonably. The experience of mathematical activities is not only the experience of solving problems, but also the experience of thinking, which is the experience of thinking in mathematical activities. Students form wisdom not only through knowledge, but also through experience gained in practice. Mathematical thought is not only formed in deduction, but also formed in the accumulation of experience in mathematical activities. The basic experience of mathematics activities includes direct experience, indirect experience, teachers' design experience and students' thinking experience. (5) "Basic knowledge, basic skills, basic ideas and basic activity experience of mathematics" is an organic whole, which is interrelated and promotes each other. Basic knowledge and skills are the main carriers of mathematics teaching and need more classroom time; Mathematical thinking is the essence of mathematics teaching and the main line of classroom teaching; Mathematics activity is an indispensable teaching form. Since there are two more "four bases" than "two bases", we should consciously reserve appropriate time for the teaching of "mathematical thought" in class arrangement, but the teaching of "mathematical thought" cannot be carried out in an empty way, and we must take mathematical knowledge as the carrier and pay attention to the integration of mathematical knowledge and mathematical thought. In addition, in teaching evaluation, "mathematical thoughts" and "mathematical activities" should also get their due status and space.