First, pay attention to students' experience and practice.

Paying attention to the application and practicability of mathematics knowledge has become a basic trend of international mathematics education reform. At present, British mathematics curriculum attaches great importance to cultivating students' mathematical application ability and has formed a systematic system. This system is manifested in the following aspects:

First of all, in the British mathematics curriculum standards, the application of mathematics is defined as a separate teaching goal.

Second, the National Curriculum Committee of the United Kingdom requires all schools to attach importance to the cultivation of mathematical application ability.

Third, the requirements for students' mathematical application ability are reflected in the national unified examination syllabus.

Fourthly, the national mathematics curriculum has the following requirements for the application of mathematics: in the process of dealing with problems and using material data in practical work, acquire knowledge and skills and enhance understanding; Solve a series of real life problems with mathematics; Explore and study the inherent laws and principles of mathematics.

Second, encourage students to "do math"

"Doing Mathematics" is an important viewpoint in the current educational reform, which emphasizes that students' learning mathematics is a realistic process of experience, understanding and reflection, emphasizes the importance of student-centered learning activities to students' understanding of mathematics, and holds that students' practice, exploration and thinking of mathematics are important conditions for students to understand mathematics. Paying attention to students' main activities is a hot issue in mathematics education reform. On 1998+02, the Ministry of Education, Culture, Sports, Science and Technology of Japan issued the seventh learning guidance outline for primary and secondary schools, which started a new round of mathematics curriculum reform in Japan. At present, the latest trend of mathematics education reform in Japan is that mathematics education is personalized, active and practical, and comprehensive learning and selective learning are advocated.

Third, the combination of computer and mathematics education.

In recent years, all countries in the world have applied information technology to mathematics education, and attached great importance to the research and implementation of computer-aided teaching. British mathematics curriculum standards require that students be provided with appropriate opportunities to develop and learn the ability to learn mathematics by using information technology. With the improvement of mathematics teaching technology, computer and network technology have become common learning means for students. Students can obtain information and engage in mathematical thinking activities through various modern means and media. It can be predicted that modern science and technology will undoubtedly greatly affect the present situation and future of mathematics education, and mathematics education will enter the information age.

Four. Individualization and differentiation of goals