Hello, it's my pleasure to answer your question. The goal of discipline training proposed by the new mathematics curriculum standard is: specialty.
The general goal of middle school mathematics curriculum is to make subordinate students further improve their mathematics literacy as future citizens on the basis of nine-year compulsory education mathematics curriculum to meet the needs of personal development and social progress. The specific objectives are as follows:
1. Get the necessary basic knowledge and skills of mathematics, understand the essence of basic mathematical concepts and conclusions, understand the background and application of conceptual conclusions, and understand the mathematical ideas and methods contained in them, as well as their role in subsequent learning. Experience the process of mathematical discovery and creation through different forms of autonomous learning and inquiry activities.
2. Improve the basic abilities of spatial imagination, abstract generalization, reasoning and argumentation, operational solution and data processing.
3. Improve the ability of mathematics to raise, analyze and solve problems (including simple practical problems), the ability of mathematical expression and communication, and develop the ability to acquire mathematical knowledge independently.
4. Cultivate the consciousness of mathematical application and innovation, and try to think and judge some mathematical models contained in the real world.
5, improve the interest in learning mathematics, establish confidence in learning mathematics well, and form a persistent research spirit and scientific attitude.
6. Have a certain mathematical vision, gradually understand the scientific value, application value and cultural value of mathematics, form critical thinking habits, advocate the rational spirit of mathematics, and appreciate the aesthetic significance of mathematics, thus further establishing dialectical materialism and historical materialism world outlook.
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What do the four foundations of the new curriculum standard of junior high school mathematics mean?
The "four basics" in the mathematics curriculum standard refers to: 1, basic knowledge; 2. Basic skills; 3. Basic ideas; 4. Basic activity experience.
What are the teaching objectives of nine-year compulsory education and junior high school mathematics curriculum standards respectively?
(1) Streamline the teaching content and highlight the teaching of basic concepts. ① The concepts of factor and multiple are no longer derived from the concept of divisibility, but based on intuition, and the concepts of factor and multiple are obtained through multiplication formula. Because students have accumulated rich knowledge and experience in distinguishing divisibility from division with remainder, they can clearly understand the meaning of divisibility, and the lack of the definition of divisibility will not affect students' understanding of other concepts. Therefore, the mathematical definition of "divisibility" no longer appears in this set of textbooks, but the concepts of factor and multiple are derived directly with the help of the divisibility model Na = B. ② "prime factor decomposition" and "prime factor short division decomposition" are not regarded as formal teaching contents. In previous textbooks, "prime factor decomposition" and "short division to decompose prime factor" were arranged as the basic knowledge and skills to find the greatest common factor and the least common multiple. Therefore, "prime factor decomposition" has always been arranged as a compulsory content. In this textbook, because students are allowed to find the greatest common factor and the least common multiple by various methods, "prime factor decomposition" has lost its basic knowledge, so it is no longer regarded as a formal teaching content, but only as supplementary knowledge, arranged in "Do you know?" Introduced to. (2) Intuition and combination with practice have increased. In the past, it was generally believed that the teaching of this part was too formal and introduced a series of concepts, which seemed to have nothing to do with real life; From concept to concept, it seems difficult to be intuitive. The introduction of most teaching contents of primary school mathematics pays attention to the introduction from reality and provides an intuitive pillar. Therefore, the arrangement of this part of the content in this set of teaching materials should pay attention to the presentation and development of the content as much as possible, and be close to the cognitive characteristics of students. For example, in the teaching of the characteristics of multiples of 2, 5 and 3, materials and illustrations related to students' real life are added to the examples and exercises; The concepts of maximum common factor and minimum common multiple come from the problem situation of floor tile laying. This treatment is convenient to reveal the relationship between mathematics and the real world, help students understand the practical significance of related concepts, and cultivate students' mathematical abstraction ability. (3) Intensify exploration and opening up. For example, the conclusion of "the characteristics of multiples of 3" and the process of finding the greatest common factor and the smallest common multiple by "making a table of prime numbers within 100" all reflect the process of making students explore, encouraging students to solve problems in various ways, and cultivating their exploration consciousness and problem-solving ability.