First of all, it defines a new teaching concept and highlights three basic elements: participation, interaction and development.
First of all, the revised draft proposes that mathematics teaching is a process of active participation, interaction and common development between teachers and students. This formulation clarifies a new teaching concept. Effective mathematics teaching should include three elements. First, both teachers and students participate, students should be the main body of learning, and teachers should be the organizers, guides and collaborators of classroom learning. Secondly, mathematics teaching is an interactive process between teachers and students and between students. Thirdly, through mathematics teaching, students' development in knowledge and skills, emotional attitude and process method can be promoted.
On this basis, the revised draft emphasizes that mathematics teaching should highlight the essence of mathematics and further clarify that mathematics is a science that studies quantitative relations and spatial forms. This will lead our classroom teaching to pay more attention to the essence of mathematics and the development of students' mathematical consciousness and thinking methods. The key words of mathematics education in seven compulsory education stages, such as "number sense" and "symbol consciousness", are further clarified and explained, with special emphasis on application consciousness and innovation consciousness as the important training objectives of mathematics teaching. In a word, compared with the experimental draft, the revised draft highlights the essence of mathematics in mathematics teaching, pays attention to the characteristics and special educational value of mathematics itself, and pays attention to the development of students' mathematical thoughts and methods. This is of great guiding significance to the future practice of mathematics teaching reform.
Secondly, the idea of "four basics" was put forward, which broadened the goal of mathematics teaching.
The mathematics curriculum in China's compulsory education stage embodies the goal from four aspects: knowledge and skills, mathematical thinking, problem solving and emotional attitude, and embodies the inherent characteristics and basic requirements of mathematics education. From the perspective of curriculum objectives, it can be divided into knowledge and skills, emotional attitudes and processes and methods. "Mathematical thinking" and "problem solving" embody the basic requirements of process and method. Mathematics teaching in compulsory education in China should take knowledge and skills as the carrier, so that students can master basic mathematical methods, acquire basic mathematical ideas, experience basic mathematical activities and promote students' better development in the process of learning basic mathematical knowledge and developing mathematical ability.
Compared with the experimental draft, this revision further broadens the teaching objectives. For a long time, how to implement foundation and innovation is a difficult point in mathematics teaching practice, and some people even think that it is difficult to unify in practice. The revised draft puts forward "four foundations" on the basis of the original "two foundations", promotes development on the basis of inheritance, handles the relationship between foundation and innovation well, and realizes the harmonious unity of the two goals. The basic contents of "four basics" include: basic knowledge, basic skills, basic experience and basic ideas. "Double Basis" is the tradition and foundation of mathematics teaching in middle and primary schools in China. China students' "double basics" are relatively solid, but they are weak in problem solving and innovative thinking. This revision emphasizes the "four basics" and the cultivation of basic thinking methods and basic activity experience, and finds a basic path for further promoting students' development on the basis of the original "two basics", which is of great significance to promoting the development of students' innovative consciousness and innovative thinking.
In mathematics teaching, we should attach importance to the development of students' creative thinking. Through the realization of the "four basics" goal, students' comprehensive literacy is cultivated. For example, in teaching practice, it is a very important teaching process to guide students to explore and solve problems based on problems and experience the basic activities of solving problems.
Third, pay attention to cultivating "four abilities" and "two consciousnesses" to make them the basic carriers of mathematics teaching.
This revision has formed important features in curriculum implementation and carrier. This is to cultivate students' four abilities, that is, the ability to find, ask, analyze and solve problems. The cultivation of these four abilities is regarded as the basic carrier of cultivating students' application consciousness and innovation consciousness, as the basic carrier of cultivating mathematical thinking, and as an important carrier of implementing mathematics courses.
Application consciousness and innovation consciousness are the soul of mathematics curriculum. What is applied consciousness? The revised draft points out that application consciousness has two meanings. On the one hand, consciously use mathematical concepts, principles and methods to explain real-life phenomena and solve real-life problems; On the other hand, it is recognized that there are a lot of problems related to quantity and graphics in real life, which can be abstracted into mathematical problems and solved by mathematical methods. What is the sense of innovation? Innovative consciousness should be embodied in the process of mathematics teaching. Students' finding and asking questions themselves is the basis of innovation; Independent thinking and learning to think are the core of innovation; It is an important method of innovation to get conjectures and laws through induction and verification. The cultivation of application consciousness and innovation consciousness is an important connotation of mathematics curriculum in compulsory education stage, which should run through the whole process of mathematics education in compulsory education stage.
How to cultivate students' awareness of application and innovation? First of all, the revised draft points out that the design and implementation of mathematics curriculum in compulsory education should fully consider the characteristics of students' mathematics learning at this stage. Secondly, while presenting mathematical conclusions as knowledge and skills, paying attention to students' existing experience, allowing students to experience the process of abstracting mathematical problems from the actual background, establishing mathematical models, seeking results and solving problems, and cultivating students' four abilities are the basic ways to cultivate students' mathematical thinking.
Students' questioning and solving problems in mathematics classroom is the central link of curriculum implementation, and it also provides a broad world for teachers to study mathematics classroom. Therefore, in primary school, mathematics teaching should focus on the theme of mathematics, which should not only pay attention to creating situations, embodying processes, diversified operations and thinking strategies, but also pay attention to the relationship between knowledge, the process of students solving mathematical problems, the integrity of mathematical knowledge and their understanding of mathematical knowledge. In short, in the process of mathematics teaching, it is necessary to reflect the formation process of knowledge and the inquiry process of students' mathematics learning, so that students can understand the relationship between mathematics knowledge.
Fourthly, correctly handle the four pairs of basic relations, so as to lay the foundation for building a harmonious and effective mathematics classroom.
The revised draft points out that teaching activities are a process of active participation, interaction and development between teachers and students. Effective teaching activities are the unity of students' learning and teachers' teaching. Students are the main body of learning, and teachers are the organizers, guides and collaborators of learning. This is the basic orientation of mathematics teaching.
On this basis, the revised draft emphasizes four pairs of relationships in teaching: one is the relationship between process and result. In the teaching process, we should not only pay attention to the results, but also pay attention to the process. Second, the relationship between students' autonomous learning and teachers' teaching. These two relationships complement each other. Third, the relationship between rational reasoning and deductive reasoning. These two kinds of reasoning are the basic factors in the process of mathematical thinking. Fourth, the relationship between life situation and knowledge system. Combining these two factors in teaching is helpful to promote students' understanding of mathematics. In this contradiction, the experimental draft may be biased towards the former, with insufficient emphasis on the latter. The revised draft emphasizes the need to deal with these four pairs of relations, and also points out that these four pairs of relations are dialectical unity and interdependence in mathematics teaching. For example, like students' autonomous learning, meaningful receptive learning is an important way for students to learn mathematics.
Correctly grasping these relationships is conducive to promoting students' effective learning and establishing a harmonious mathematics classroom. The revised draft emphasizes that in mathematics classroom, efforts should be made to mobilize students' enthusiasm, stimulate students' mathematical thinking and encourage students' creative thinking; We should pay attention to cultivating students' good study habits of mathematics, so that they can master appropriate methods of mathematics study. Teachers' teaching should be based on students' cognitive development level and existing experience, face all students, and pay attention to heuristic and personalized teaching. The revised draft also points out that teachers should play a leading role, properly handle the relationship between teaching and students' autonomous learning, guide students to think independently, actively explore and cooperate, so that students can understand and master basic mathematical knowledge and skills, mathematical ideas and methods, and gain basic experience in mathematical activities. Therefore, teachers should correctly handle these four relationships in mathematics teaching to improve the effectiveness of teaching. In this respect, teachers have great exploration space in classroom research.