The essence of Zou education in Changzhou Beihuan Middle School is to make people develop. The fundamental goal of curriculum reform in basic education is to enable students to achieve comprehensive, harmonious and sustainable development. Through education and teaching activities, students can acquire more and more scientific and cultural knowledge, and form and master some basic skills skillfully; It can enable students to develop their own abilities (especially thinking ability) in the process of teaching activities; Can help students develop their feelings and attitudes (including behavior habits, psychological quality, etc. To put it simply, education can develop people's knowledge and skills, ability and personality (emotions, attitudes and values). We teach mathematics not only to let students learn some mathematical knowledge and skills, but more importantly, to let students master some methods, form certain habits and form certain opinions. In the process of learning mathematics, students should learn to observe the world with mathematical eyes, analyze problems with mathematical minds, solve problems with mathematical methods, and pursue ideals with mathematical spirit. The Outline of Basic Education Curriculum Reform (Trial) emphasizes that the curriculum in compulsory education stage should reflect universality, foundation and development. With great love for the cause of mathematics education and infinite worries about the present situation of mathematics education, the author published an article entitled "On the Curriculum of Mathematics Education" in Cai Cheng Herald Jiangsu Education Weekly in 2005, which mainly expounded that the current mathematics education and the ongoing curriculum reform mainly stayed at the teaching level, but did not really rise to the height of mathematics education. It mainly stays in the research of mathematics classroom teaching, but has not really focused on improving students' mathematical ability and cultivating students' mathematical literacy. This paper divides mathematics education courses into three categories: scientific mathematics, artistic mathematics and computer mathematics, and briefly expounds what mathematics content each category should contain and what ways are needed to achieve these goals. It is precisely because the compilation of new curriculum textbooks, curriculum setting and curriculum evaluation standards have not changed revolutionized, so our front-line teachers engaged in mathematics education and teaching need to constantly "search up and down". For us, it is urgent to develop a set of methods that can improve students' interest in learning mathematics, improve students' mathematical literacy (mathematical culture), and improve students' mathematical personality (learn to observe the world with mathematical eyes, analyze problems with mathematical minds, solve problems with mathematical methods, and pursue ideals with mathematical spirit), and it is also the only way to realize the transformation from mathematics teaching to mathematics education. School-based curriculum is a curriculum independently developed and implemented by the school according to students' interests and needs, combining the traditions and advantages of the school, and making full use of the curriculum resources of the school and the community. School-based curriculum is an important part of the basic education curriculum system and an important supplement to the national curriculum. The school-based curriculum construction of junior high school mathematics shoulders the responsibility and obligation to truly realize mathematics quality education, which is one of the important ways to truly realize the transformation from mathematics teaching to mathematics education. It focuses on developing students' interests, needs and specialties, pays attention to students' personality development, fully embodies the autonomy, initiative and creativity of teachers and students, and has distinctive school characteristics. When developing school-based curriculum, we should fully consider the above requirements, proceed from the reality of the school, from the reality of teachers and students, and adopt a realistic attitude for students' lifelong and sustainable development. Therefore, we have made a basic orientation for the development of school-based curriculum of junior high school mathematics: easy to understand, stimulating interest, broadening horizons and supplementing teaching materials are our basic requirements, excavating the educational function of mathematical culture is our research direction, and improving students' mathematical literacy and perfecting students' mathematical personality is our core purpose. After determining the basic requirements, research direction and core purpose of curriculum development, it is necessary to construct the basic framework of this curriculum. Mr. Tao Xingzhi has long said: "Under the current situation, the basic freedom of learning should be returned to students." After our repeated thinking and research, and inviting experts to give directions in person, we finally determined the basic framework of this course. The design concept of this course is "to return the basic freedom of learning to students". All the processes are basically carried out through students' activities, which really changes the learning mode of "independence, cooperation and inquiry". This course is divided into six chapters, namely: ancient mathematics and ancient mathematics. In the chapter of "Ancient Mathematics", the history of mathematics is not a subject that studies the origin, development process and laws of mathematics, but a "law of occurrence" that reflects the cognitive function of the history of mathematics according to modern psychology. Find the story of mathematical discovery from the leap of mathematics again and again, let students know the background of these mathematical knowledge in the form of stories, and experience the hardships that mathematicians have paid to find these knowledge. On the one hand, it can make students better understand the essence of what they have learned; On the other hand, it can also be used as a teaching material for the education of outlook on life and values, so that students can understand "the truth of life that only hard work can succeed" and "the mathematical spirit of unremitting pursuit for realizing ideals". In the chapter of "Interesting Mathematics", using the law of "interest is the best teacher in learning" in psychology, with a series of mathematics games as the carrier, let students feel that mathematics is not synonymous with "boring", but real mathematics can actually be interesting, thus stimulating students' interest in learning, and taking this interest as the driving force and source of his future learning mathematics. On the one hand, it can make students realize that their favorite games are closely related to mathematics, thus cultivating students' internal motivation to learn mathematics well; On the other hand, it can also help students consolidate seemingly boring knowledge in the process of playing games, so that students' subject knowledge can be exercised and improved in the game. In the chapter of "Useful Mathematics", according to "Mathematics Curriculum Standard": the mathematics curriculum in compulsory education requires that "everyone should learn valuable mathematics", many practical life examples that are close to students and can be solved by students' existing knowledge are designed. Doing so can make students deeply feel that mathematics is everywhere in life, and mathematics comes from life. These mathematical problems that we often encounter in our life need to be explored. By solving these mathematical problems, students can understand what mathematics is more specifically and deeply, and know that learning and learning mathematics is very useful, thus further cultivating students' interest in learning mathematics and enhancing their internal motivation to learn mathematics well. In the chapter "Mathematics of Wisdom", some interesting mathematical stories are interspersed to change people's views on the boring scientific research. This chapter mainly includes interesting mathematical problems, classical mathematical problems and strange mathematical problems. Through the study of "interesting mathematical problems", students have a strong curiosity and pursuit of wisdom in mathematics, thus stimulating their natural thirst for knowledge; Through the study of "classical mathematical problems", students can master some basic mathematical methods and learn to solve problems by mathematical methods; Through the study of "mathematical strange problems", students can broaden their horizons, increase their knowledge, exercise and cultivate innovative thinking. In the chapter of "Advanced Mathematics", we mainly study and study the use of the mathematical software "Geometry Sketchpad". Through the study of geometry sketchpad software, we can stimulate students' interest in learning, broaden their knowledge and change their views that mathematics is boring and useless. It can develop students' learning potential, cultivate students' learning habits, change students' learning methods, and thus achieve the purpose of improving students' mathematics literacy; In addition, through the study of geometry sketchpad software, students can lay a solid foundation for learning other computer software, thus improving students' computer literacy and making contributions to students' lifelong development and sustainable development of mathematics education. In the chapter "Beautiful Mathematics", we are shown the beauty of mathematics everywhere, including mathematical symbols, formulas, algorithms, graphs, tables, equations, ideas and methods for solving problems? 6? 7? 6? All seven are beautiful. These "mathematical beauty" need us to discover, discover, excavate and appreciate together with students, so that beautiful mathematics can become the source of students' happy learning. The beauty of mathematics makes us deeply feel that mathematics education should not only be used as the teaching of mathematics, but also as the carrier of aesthetic education, infecting and enlightening students' hearts, making students' personality more sound and their hearts more beautiful. After the framework is completed, it is necessary to enrich the content according to the basic objectives and significance of the framework. Through the repeated consideration and study of the completed draft catalogue framework, the final catalogue chapter of this textbook is determined. Chapter 1 Ancient Mathematics Section 1 Overview of the development of ancient mathematics in China. Mathematical game of transformation ................................................................................................................................................ ............................ Tetris ... Tetris ... Tetris. jigsaw puzzle ................................................................................................................................................... ..........................a) .......................................................... Magic Square at 24 o'clock ....................................................................................... ........................................................................................a) sweep mines ..................................................................................................................................................... .......................... people and ghosts cross the river ................................................................................. a) Confusion of ............................................................................................................................................................................. magician in Hanoi Tower. Section 3, Interesting math topic ................................................................................................................................................ ............................................................................……………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ............................................... Case Analysis of ...................................................................................................................................'s Geometric Sketchpad in the Third Section ......... ............................................... learns geometry drawing board. .................................................................................................. Appreciation of ...........................................................................'s Original Works ........................................................... 1. After the publication of "On the Curriculum of Mathematics Education", the author takes this as the key link and usually pays attention to collecting and sorting out various materials. And participated in the research of Jiangsu province's project "Research on the integration of information technology and junior high school mathematics curriculum". In 2006, he published the national paper "Changing Triangle in Mathematics Teaching", and in 2007, he published the national paper "Golden Section Teaching as a Carrier in Mathematics in Primary and Secondary Schools". And in 2007, the work "From Three Directions" produced in "Collection and Selection of Educational Information Resources in Primary and Secondary Schools in Jiangsu Province" won the first prize in Jiangsu Province, which formed the concept, accumulated the materials and prepared the ability for the development of this school-based curriculum. 2. From July to September, 2007, the author first analyzed the current situation of mathematics teaching again, and found it necessary to develop a school-based curriculum that meets the characteristics of the times, educational requirements, school characteristics and students' interests. Then, after careful consideration, he formulated the draft outline of this course, constructed the draft framework of this course, and compiled the draft catalogue of teaching materials for this course (the book is divided into seven chapters: elementary mathematics). Mathematics games, mathematics in life, mathematics wisdom, geometry sketchpad and mathematics, appreciation of mathematical masterpieces, and introduction of excellent papers are arranged in a certain logical order: interest, difficulty, schedule, etc. 3. According to the proposed textbook catalogue, we collected information and enriched the content. In this process, we encountered some puzzles and difficulties. For example, if the chapter "Understanding Mathematics" is introduced according to the traditional history of mathematics, students will inevitably feel bored, and if the story form in the development of mathematics is followed, they are worried about the lack of scientificity and systematicness. How do math games choose a more suitable game from hundreds of thousands of games? According to the author's understanding of mathematics textbooks and curriculum standards for many years, and according to the characteristics of students' knowledge, interest and ability, four contents are finally determined: geometric transformation game (Tetris, Tangram game), numerical calculation game (Blackjack, Jiugongge game), logical reasoning game (mine-sweeping, ghost crossing the river game) and mathematical recursive game (Hanoi Tower game, teacup game). ? 6? 7? 6? 7.4. Next, the author reported the concept of school-based curriculum and the difficulties and puzzles encountered in the development process to the school leaders. The school leaders attached great importance to this project and immediately gave us strong support from many aspects: immediately sent me more manpower and set up a school-based curriculum development team, invited experts to give us on-site guidance, and held a special meeting to clarify the research direction and objectives for us. 1.2007 10.08 Agenda: Expert Guidance Meeting (Cheng Xisheng, Chen Xiaoping, Cai Jun). At this meeting, the development team made clear the basic requirements, research direction and core purpose of this course development, and established the framework structure of this textbook. 2.2007- 10- 10 Agenda: a) First, convey the development purpose of this course to the team members: easy to understand, stimulate interest, broaden horizons, supplement the research materials, tap the educational function in mathematical culture as our research direction, improve students' mathematical literacy and enhance their mathematical personality (observe the world with a mathematical eye and use a mathematical mind). B) Make clear the textbook catalogue of this course: beginner mathematics is changed to ancient mathematics, mathematics games to interesting mathematics, mathematics in life is changed to useful mathematics, wisdom mathematics is changed to intelligent mathematics, geometry sketchpad and mathematics are changed to advanced mathematics, and mathematics classic appreciation c) Arrange the current tasks: conceive the goals and significance of each chapter from three aspects: basic requirements, research direction and core purpose. According to the sample provided by the team leader, each member of the team chooses a chapter to write the research purpose and significance of this chapter, with about 250 words. Finish the first draft in three days, and then the team leader will review it and put forward suggestions for revision. According to the unified format, the final version will be completed in five days, so that the contents of each chapter of the course can be integrated. 3.2007- 10- 13 Agenda: a) Discuss the understanding of each group member on the objectives and significance of their respective chapters, and put forward suggestions for revision. B) Each team member should write a revised draft of the objectives and significance of each chapter according to the opinions and suggestions of the team. C) Each team member determines the school-based courses offered in this school year. 4.2007- 10-23 till now: the practice process of school-based curriculum is mainly aimed at their own research projects. A) School-based courses are provided by each team member. B) Each member insists on giving a research class to the research group every month. C) Collect and sort out the teaching plans of school-based courses offered by them. D) write some course materials. E) Writing research papers on the school-based curriculum. F) Finishing and editing the teaching materials, totaling more than 50,000 words. The development of school-based curriculum should have a high sense of responsibility, mission and strong enterprising spirit. We should never rely solely on our own interests. More importantly, to regard it as your own career, you have to work hard and go through a painful process. Only after hard work and a painful process can we feel the joy and happiness of success in this process. To develop school-based curriculum, we must first have a pursuit (I love the education in our country very much, but I can't be too utilitarian. Don't ask this question. It's useful for me to evaluate my professional title, and it's useful for me to evaluate the backbone teachers of mathematics research. 6? 7? 6? 7), determine a core idea (that is, the core purpose of development, research direction and basic requirements), make full use of various resources inside and outside the school, continuously accumulate curriculum resources, and cultivate curriculum characteristics; The planning of school-based curriculum should be made according to the curriculum needs of students; We should choose the course content that is close to the characteristics of the times, social development and students' reality, change the way of teaching and learning, give full play to the independence, autonomy and creativity of teachers and students, and guide students to practice and study in a pleasant environment.