2. The course content should reflect the needs of society, the characteristics of mathematics, and conform to students' cognitive laws. It includes not only mathematical results, but also the formation process of mathematical results and the mathematical thinking methods contained in them. The choice of course content should be close to students' reality, which is conducive to students' experience and understanding, thinking and exploration. The organization of course content should attach importance to the process and handle the relationship between process and result; We should attach importance to intuition and handle the relationship between intuition and abstraction; We should attach importance to direct experience and handle the relationship between direct experience and indirect experience. The presentation of course content should pay attention to hierarchy and diversity.
3. Teaching activities are the process of active participation, interaction and development between teachers and students. Effective teaching activities are the unity of students' learning and teachers' teaching. Students are the main body of learning, and teachers are the organizers, guides and collaborators of learning.
Mathematics teaching activities should stimulate students' interest, arouse their enthusiasm, stimulate their mathematical thinking and encourage their creative thinking; We should pay attention to cultivating students' good math study habits and let them master appropriate math learning methods.
Students' learning should be a lively, active and personalized process. Besides learning, hands-on practice, independent exploration and cooperative communication are also important ways to learn mathematics. Students should have enough time and space to experience activities such as observation, experiment, guess, calculation, reasoning and verification.
Teachers' teaching should be based on students' cognitive development level and existing experience, face all students, and pay attention to heuristic and personalized teaching. Teachers should play a leading role, properly handle the relationship between teaching and students' autonomous learning, guide students to think independently, actively explore and cooperate, so that students can understand and master basic mathematical knowledge and skills, mathematical ideas and methods, and gain basic experience in mathematical activities.
4. The main purpose of learning evaluation is to fully understand the process and results of students' mathematics learning, and to motivate students to learn and improve teachers' teaching. A multi-objective and multi-method evaluation system should be established. Evaluation should not only pay attention to the results of students' learning, but also pay attention to the learning process; We should not only pay attention to students' mathematics learning level, but also pay attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence.
5. The development of information technology has a great influence on the value, goal, content and teaching methods of mathematics education. The design and implementation of mathematics curriculum should use modern information technology reasonably according to the actual situation, pay attention to the integration of information technology and curriculum content, and pay attention to practical results. We should fully consider the influence of information technology on the contents and methods of mathematics learning, develop and provide students with rich learning resources, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and effectively improve the teaching and learning methods, so that students are willing and possible to devote themselves to realistic and exploratory mathematics activities.