In the goal, we can see some specific explanations of these core concepts, which are equivalent to some elements of the goal. But at the same time, we can also find that the two are closely related, so the core concepts have the function of connecting the preceding with the following. It is very important to connect the above goal with the following content, so it is also called the core concept. (1) Why should we design the core concepts in the revision process of this curriculum standard? In addition to the above-mentioned concepts, we also discuss how to design this curriculum standard. In the process of proposing a design, two things are very important. First, I hope that these things in the course will form a whole. How to grasp the curriculum as a whole needs to be emphasized repeatedly. The whole mathematics course should be constructed from knowledge and skills, process methods, emotions, attitudes and values. This is a process that runs through the development of the whole standard. The second thing is that in the process of development, I hope to highlight the mathematical content that needs to be highly valued, because it reflects the most important and essential thing in mathematics. Not only as a goal, but also organically combined with the content. I remember when I was discussing, on the basis of compulsory education in the past, could you use some words to highlight these things? After discussion, ten core concepts were put forward. (2) Understanding of core concepts 1. The sense of number was put forward in the experimental draft, and its meaning was further clarified in the revised draft. Here, there are two sentences that can help to understand the sense of numbers. Sense of number mainly refers to the feeling of logarithm and quantity, the relationship between numbers, and the estimation of operation results. This is a layer of meaning and a feeling. Then the second sentence means to establish a sense of numbers, which helps students understand the meaning of numbers in real life and understand or express the relationship between numbers in specific situations. Both of these meanings are number sense. What is a sense of number? Number sense is a feeling, a feeling of quantity, and an estimation of the result of quantity relationship; The second meaning is the function of number sense. Learning mathematics is thinking, an essential problem is to establish mathematical thinking, and the core of mathematical thinking is abstraction, and the abstract understanding of logarithm is the most basic. 2. Symbolic Consciousness Regarding symbolic consciousness, I noticed that there are differences in terms of words between the standard revised draft and the experimental draft. It was originally called symbolic consciousness, but now it is called symbolic consciousness. Because the sense of symbol is more of perception and the most basic level. Symbol consciousness requires students to understand more. In the standard, it is stated like this. Symbol consciousness mainly refers to the ability to understand and use symbols to express numbers, quantitative relations and changing laws. Using symbols to express, express what, express numbers, quantitative relations, and changing laws is one meaning. Another layer means knowing that symbols can be used for operation and reasoning, and conclusions can be drawn. The conclusion is general. So in standard, it is to separate two things with semicolons, one is expression, the other is reasoning separately, and draw a general conclusion. Symbol consciousness is helpful for students to understand the use of symbols, and it is an important form of mathematical expression and mathematical thinking. 3. The concepts of space and geometric intuitive space were in the original outline, and now they are further described on the original basis. It is specifically described like this. The concept of space mainly refers to abstracting geometric figures according to the characteristics of objects, imagining the described objects according to the geometric figures, imagining the orientation of objects and their mutual position relations, describing the movement and change of figures, and drawing figures according to the description of languages. This is the portrayal of the concept of space. Space concept and geometric intuition, which are almost geometric intuition, mainly refer to describing and analyzing problems with graphics. With the help of geometric intuition, complex mathematical problems can be made concise and vivid, which is helpful to explore ways to solve problems and predict results. Geometric intuition can help students understand mathematics intuitively and play an important role in the whole mathematics learning. 4. The concept of data analysis means to understand that in real life, there are many problems that need to be investigated first, data collected and judged through analysis. Understand that there are many analysis methods for the same data, and choose the appropriate method according to the background of the problem, and experience randomness through data analysis. On the one hand, for the same thing, the data received each time may be different. On the other hand, as long as there is enough data, we can find patterns from it, and data analysis is the core of statistics. 5. Computational ability, as the standard says, as long as it refers to the ability to perform correct operations according to laws and operations, cultivating operational ability will help students understand operations and seek reasonable and concise operational methods to solve problems. Operation has always been a very important part of primary and secondary school teaching. The understanding of logarithm and the operation of numbers have always occupied a lot of space, which is also an important symbol for students to learn mathematics. 6. Reasoning ability Reasoning ability is a core concept put forward in the standard experimental draft. In the revised draft, such a core concept is still retained. After several years of experiments, teachers should have a comprehensive understanding of reasoning ability. In the past, when teachers talked about reasoning, deductive reasoning and logical reasoning first came to mind. Now reasoning ability actually includes two aspects. 1. Reasoning is a basic way of thinking in mathematics, and it is also a way of thinking that people often use in their study and life. Reasoning generally includes perceptual reasoning and deductive reasoning. The extension of perceptual reasoning includes two aspects, one is perceptual reasoning and the other is deductive reasoning. Deductive reasoning is based on known facts and certain rules, and then carries out logical reasoning, proof and calculation. In other words, from the perspective of thinking form, it is a process from general to special. In geometric proof, it is actually such a form of reasoning. Perceptual reasoning is a way of thinking, starting from the existing facts, commenting on some experiences and intuition, and reasoning through induction and analogy. And draw some possible conclusions. Different from deductive reasoning, it is a kind of reasoning from special to general, so the conclusion drawn by perceptual reasoning is not necessarily correct, and it may usually be called conjecture and speculation. This is a possible conclusion. However, in the whole development process of mathematics, including students' learning of mathematics and their future social production practice and life, perceptual reasoning is particularly important. 7. The model thought starts with standard interpretation, which is the basic way for students to know and understand the relationship between mathematics and the outside world. The process of establishing and solving models includes abstracting mathematical problems from real life or specific situations. Using mathematical symbols, the quantitative relations and changing rules of mathematical models such as equations, inequalities and functions are established, and then the results are obtained, and the significance of the results is discussed. The study of these contents is helpful for students to initially form model ideas and improve their interest in learning mathematics and their awareness of application. Basically, the idea of this model is clearly summarized. 8. Application consciousness and innovation consciousness are first of all application consciousness. To put it bluntly, it emphasizes the connection between mathematics and reality. The connection between mathematics and other disciplines, how to use the learned mathematics to solve some problems in reality and other disciplines, and of course how to use mathematical knowledge to solve another mathematical problem.