The continuity criterion requires teachers to decompose the teaching content into interrelated knowledge points from the holistic principle of system theory, expand the learning of unknown knowledge from the existing knowledge base, and gradually advance from basic theoretical knowledge to knowledge application. This will enable students to form a larger knowledge system on the basis of the original knowledge system, master the methods of learning knowledge while learning knowledge, and master the background and practical application value of these knowledge while learning theoretical knowledge.

For example, when designing decimal teaching, we should take the number as a system, starting from the integers that students have mastered, and starting from the aspects of decimal meaning, decimal reading and writing, decimal size comparison, decimal calculation method, decimal calculation nature and so on. And through the connection and comparison with integer related knowledge, guide students to learn decimal knowledge.

(2) Correlation standard

Relevance refers to guiding students to find relevant factors and conditions when analyzing problems in the teaching process, and solving mathematical problems through correlation methods. Relevance mainly includes content relevance, mathematics method relevance and mathematics teaching activity relevance. Taking the relevance of content as an example, the key point is whether the teacher links the knowledge of the course with the relevance between knowledge in teaching, so as to attract students' attention and thinking.

For example, in the teaching design of polygon area, first introduce the area of triangle, then introduce the area of quadrilateral (including special square, rectangle, trapezoid and general quadrilateral), and finally organize students to discuss the area of polygon. When designing teaching, teachers should regard polygons as a large system from the perspective of system theory, and triangles and quadrilaterals are subsystems of polygons. First, guide students to form a quadrilateral from two triangles and a pentagon from three triangles, and so on, let students think about how many triangles a polygon consists of, and then think about whether the area of a polygon can be converted into the area of a triangle, so as to systematize and simplify the problem. In teaching, teachers provide students with a concrete and open learning environment, and let students participate in the whole process of solving problems, which is conducive to the gradual divergence of students' thinking, the gradual unification of knowledge system and the promotion of students' structured learning.

(3) Cycle standard

Teaching is a cyclical and gradual process, so is learning. In the teaching process, teachers should start from the integrity and purpose of the system theory, reasonably design the teaching content, aim at the circulation of mathematical knowledge, let students contact their own learning situation, classify all kinds of knowledge, and refine and sublimate the knowledge and methods used.

Taking the practice cycle and summary part as an example, the teacher designed various cycle exercises between knowledge and knowledge and between knowledge and application, summarized them and skillfully applied them to real life. For example, there are chapters behind the teaching material unit, and there are knowledge cycles between chapters, and the mathematics knowledge of each grade is summarized. Finally, it is a summary of primary school mathematics. Teachers implement structured teaching based on the basic idea of system theory, and in the process of designing classroom teaching, they make reasonable teaching objectives on the basis of in-depth interpretation of teaching standards, clear learning objectives of students and clear learning starting point of students.