First of all, math courses should be open to all students. Compulsory education is an education for all students. Mathematics curriculum in compulsory education stage should not aim at cultivating mathematicians and a few elites, but should be geared to all students, so that every student can get universal development. The standard clearly points out that "the mathematics curriculum in the compulsory education stage should be basic, universal and developmental, so that mathematics education can face all students and realize that everyone can learn valuable mathematics;" Everyone can get the necessary mathematics; Different people have different developments in mathematics. " "Everyone learns valuable mathematics" means that mathematics, as an educational content, should meet the needs of students' future social life, meet the requirements of students' personality development, and be conducive to inspiring thinking and developing intelligence. "Everyone can get the necessary mathematics" means that "valuable mathematics" should and can be mastered by every student, and special attention should be paid to students with learning difficulties. Let them not be too tired and afraid of math. "Different people get different development in mathematics" means that the mathematics curriculum should face each different individual, adapt to each student's different development needs, and let each student improve to a certain extent on the original basis. Second, mathematics is a part of human life. The standard points out that mathematics is a tool of human life; Mathematics is the language used by human beings to communicate; Mathematics is the foundation of all major technological developments; Mathematics can give people creativity; Mathematics is a human culture, and so on. In other words, mathematics is a part of human life. Mathematics curriculum can't simply start from the perfect mathematical structure as the final result, and can't embed some abstract mathematical results into students who are far away from real life. Instead, we should start from the real life that students are familiar with and follow the trajectory of human activities in the process of mathematical discovery, from problems in life to mathematical problems, from concrete problems to abstract concepts. From the special relationship to the general law, students can learn mathematics through their own discoveries and gradually acquire mathematical knowledge. In this way, mathematics curriculum can better communicate the relationship between mathematics in life and mathematics in textbooks, which is conducive to students' understanding, understanding and love of mathematics. Let mathematics become a useful tool in students' life and integrate life and mathematics. Really achieve the position and role of mathematics in real life. Third, mathematics learning should include "process". Mathematics is a process in which people qualitatively grasp and quantitatively describe the objective world, gradually abstract and generalize, form methods and theories, and widely apply them. The content of mathematics course should be conducive to students' active observation, experiment, guess, verification, reasoning and communication. Mathematics study is carried out according to the teaching plan. It is a process of acquiring mathematical knowledge, skills and abilities and developing personality quality under the guidance of teachers. Students have to go through the process of abstracting practical problems into mathematical models and explaining and applying them. The Standard points out that "hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." Students' mathematics learning activities should be a lively, proactive and personalized process. The concept of "standard" emphasizes "process" in content, and emphasizes the experience of students' mathematical exploration and new discoveries. It is necessary for students to further understand mathematics, solve practical problems, and understand and master basic mathematical knowledge, skills and methods in the learning atmosphere of independent exploration, personal practice and cooperation and exchange. Mathematics learning should be a process in which students' subjectivity, initiative and independence are constantly generated, publicized, developed and promoted. Fourth, the role of teachers and students in mathematics teaching activities "Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. "This concept in the standard clearly emphasizes students' dominant position in mathematics learning, and emphasizes that students' development is the starting point and destination of teachers' mathematics teaching design, which requires that mathematics teaching activities should pay attention to students' life experience and knowledge experience, and pay attention to their age characteristics and psychological development laws. At the same time, the role of teachers should also change. Teachers should change from imparting knowledge to promoting students' development and become organizers, guides and collaborators of students' mathematics learning activities. "Organizer" refers to organizing students' discoveries. Organize students to create and maintain a positive and good psychological atmosphere during the learning process. " "Guidance" refers to guiding students to design appropriate learning partners "refers to establishing a harmonious, democratic and equal relationship between teachers and students, so that students can be inspired and encouraged in an equal, respectful, trusting, understanding and tolerant learning atmosphere. Get guidance and advice on math learning. Fifth, the evaluation of mathematics education should help to promote students' learning and improve teachers' teaching. "The main purpose of evaluation is to fully understand students' mathematics learning process, motivate students' learning and improve teachers' teaching. ""Evaluation should pay attention to the results of students' learning, but also to their learning process. This concept of "Standard" points out that the evaluation of mathematics education in compulsory education stage should pay attention to formative evaluation. Emphasize the value of the process itself and include all the situations of students in the teaching process in the evaluation scope. Investigation process, inquiry process, hypothesis formation process using premise, communication and cooperation process, reasoning and calculation process, technical means process, etc. Are included in the evaluation field of vision. "Promoting teachers' teaching" is one of the main purposes of mathematics education evaluation. Teachers should obtain information from various channels, and find out the key points of improving teaching through evaluation, analysis and reflection on their own teaching behavior. Improve the level of mathematics teaching. In addition, in order to promote students' learning and improve teachers' teaching, the standard also points out that "an evaluation system with multiple evaluation objectives and methods should be established. "six. Mathematics curriculum should be integrated with modern information technology. " "Information technology and curriculum integration" is a new perspective of China's basic education teaching reform in the 2 1 century. The standard points out that "the design and implementation of mathematics curriculum should attach importance to the application of modern information technology. "Take modern information technology as a powerful tool for students to learn mathematics and solve problems". Modern information technology can fully show students the process of the generation, formation and development of mathematical knowledge, and can teach concepts through vivid audio-visual situations to make some abstract concepts geometric and intuitive; Show generality and particularity, movement and change through animation, so that students can understand the mathematical ideas and methods in problem-solving teaching. Modern information technology provides practical schemes, technologies, methods and tools for mathematics curriculum reform, and is an important guarantee for creating a new mathematics learning environment and realizing the concept of mathematics curriculum reform. As an operational exploration tool, modern information technology can not only effectively promote the development of students' innovative spirit, but also help students get rid of some tedious, boring and repetitive work, give them more opportunities to start work, use their brains, think and explore, truly respect students' creativity, fully tap students' potential, promote exchanges and cooperation among students, teachers and students, and make it possible to constantly ask and solve problems.