This means that the goal of mathematics teaching has developed from the traditional "two basics" to "four basics". Basic knowledge, basic skills → basic knowledge, basic skills, basic mathematical ideas and basic activity experience are the abbreviations of "basic knowledge and basic skills", which can be traced back at least 30 years ago. The basic meaning of "solid basic knowledge and skilled basic skills" is: deeply understand and firmly remember mathematical theorems; Use formulas and rules accurately and quickly; Correctly and skillfully engage in geometric proof, etc. Attaching importance to "double basics" teaching is an important feature of mathematics teaching in China. We know that education has a strong brand of the times. So, what are the changes between today's "double base" and yesterday's "double base"? Ask two teachers to talk about their own views. First, the connotation of "double basics" should keep pace with the times. In my opinion, with the development of the times, knowledge is updated and technology is advancing by leaps and bounds. Therefore, the connotation of "double basics" cannot be rigidly adhered to, and it must keep pace with the times. For example, one or two hundred years ago, a good hand of calligraphy was the foundation of a scholar, but now it is not needed; Similarly, skilled abacus skills were once necessary for primary school students, and skilled use of slide rule was once a basic skill for middle school students. Now, due to the popularity of calculators and electronic computers, they are not necessary skills. On the contrary, the contents mentioned in the standard, such as estimation, algorithm, understanding and processing of data, and preliminary mathematical modeling, which were not involved in the past, should become students' essential basic skills because they are often used in today's social life. It seems that the basic skills of soldiers nowadays are not boxing and knife-cutting, but marksmanship, even skills prepared by using high technology. According to the Standard, these foundations should be "necessary for students to adapt to social life and further develop", specifically, they are the basis for students' follow-up study and future social life. The "Standard" continues to retain the "double basics", that is, mathematics teaching should continue to pay attention to the development of students in "basic knowledge" and "basic skills". For a long time, based on the understanding of "double basics", teachers have explored a set of relatively fixed "double basics" teaching procedures, and the teaching effect is better. Then, based on today's understanding of "double basics", what should we do in teaching? Second, the "double-base" teaching method should also keep pace with the times. We believe that the teacher's "heuristic" teaching is still the main method of "double-base" mathematics teaching. According to the teaching content, it is often effective to adopt the methods of "intensive teaching and more practice" and "variant practice" commonly used in the past, as well as the methods of "independent inquiry" and "group cooperation and communication" widely used now. It should be noted that "double basics" teaching should pay attention to "understanding and mastering". According to the standard, students can't master mathematics knowledge by rote, but should be based on understanding and constantly consolidate and deepen their knowledge application; In the teaching of basic skills, students should not only master the procedures and steps of skill operation, but also understand the truth of the procedures and steps. Therefore, the teaching of mathematical concepts, theorems and formulas should pay attention to the context, the relationship with related mathematical knowledge and the relationship with other disciplines. Especially with students' daily life and social life. Not just remembering these expressions. We know that the formation and proficiency of basic skills need some training and repetition, but this kind of training is not rigid training, and this kind of repetition is not rigid repetition. In particular, it should be noted that in order to reach the level of "proficiency", training and repetition should master the appropriate "degree", otherwise the polarity will be reversed. In recent years, in terms of exercise training, some teachers choose open math problems for teaching, or strengthen the problem-solving training of math application problems and carry out "double-base" teaching of mathematics, which should be advocated. Relatively speaking, teachers are familiar with the "double basics" teaching, but lack the practice of "basic mathematics thought" and "basic mathematics activity experience". Let's talk about this. Thirdly, with knowledge and skills as the carrier, guide students to understand mathematical ideas and accumulate experience in mathematical activities. First of all, mathematical thought does not exist alone, but is integrated into mathematical knowledge, skills and methods. The acquisition of mathematical thought goes through the process of refining, summarizing, understanding and applying in different mathematical content teaching. Only through this process can students gradually "understand" the mathematical ideas contained in mathematical knowledge and skills; In the process of learning and mastering knowledge and skills, the experience of mathematical activities can be gradually accumulated through observation, experiment, guessing, verification, reasoning and communication, abstract generalization, symbolic representation, operational solution, data processing, reflection and construction. Therefore, we advocate taking knowledge and skills as the carrier to guide students to understand mathematical ideas and accumulate experience in mathematical activities. In particular, the standard clearly points out that learning in the field of synthesis and practice should be the main way to help students effectively accumulate experience in mathematics activities. Some conclusions are not necessarily given by the teacher. The most valuable activity is for teachers to let students draw their own conclusions through inquiry in the teaching process. Therefore, it doesn't matter if the teacher is a little "clumsy" during the lecture. To be exact, teachers are "collaborators" in students' learning. In this case, the teacher inspires the students to think step by step, and finally lets the students draw a conclusion. Such activities are beneficial for students to gain experience and cultivate their innovative consciousness. Extended question: which traditional skills training methods need to be maintained and which need to be improved? The basic idea of the new curriculum standard emphasizes that "teaching should start from students' existing experience and let students experience the process of abstracting practical problems into mathematical models and explaining and applying them". In junior high school mathematics textbooks, models abound. Establishing mathematical model plays an important role in improving students' ability to solve problems. Therefore, in classroom teaching, teachers should guide students to fully experience the creation process from mathematical prototype to mathematical model, and cultivate students' "mathematical modeling" ability. Combined with my teaching practice, I would like to talk about some thoughts: First, the idea of mathematical modeling is infiltrated in the process of students' learning knowledge by using the teaching of textbook knowledge. For example, in the teaching of understanding proportion, the expansion and contraction of graphics are linked with the learning of proportion knowledge, and the idea of combining numbers with shapes is infiltrated. Secondly, create life plot scenarios to guide students to abstract, summarize and establish mathematical models. Explore the method of solving problems, so that students can further experience the mathematical thinking method. For example, when teaching continuous addition and subtraction, create a continuous flying butterfly scene, and guide students to summarize the calculation order of continuous addition according to the graphic enumeration formula. Finally, by summarizing and refining the mathematical thinking method, the applied mathematical model is expanded. In the summary of classroom teaching and unit review, summarizing and strengthening a certain mathematical thinking method in time can not only enable students to grasp the essence and inherent law of knowledge from the height of mathematical thinking method, but also enable students to gradually understand the spiritual essence of mathematical thinking method. In short, as a teacher in daily teaching, we should seriously explore the mathematical thinking methods contained in the teaching materials and penetrate into every link, so that students can experience, feel and understand themselves in inquiry learning.