After reading the "Mathematics 2022 version of the curriculum standards", so that people benefit a lot, you have what the new curriculum standards in mathematics interpretation experience? Exchange together! The following is the "Mathematics new curriculum standard 2022 interpretation of the experience (summary of 5)", only for reference, welcome to read this article.

Part I: Mathematics new curriculum standard 2022 interpretation of the experience

Under the guidance of xxx excellent teaching workstation, I combined with xx professor of the standard interpretation of the 2022 version of the new standard for in-depth study, further comprehension of the education concept and the new goals, fully aware of the compulsory education stage of the mathematics curriculum should be highlighted to embody the basic, universal and developmental, so that the educational Teaching is geared to all students. It is necessary to strengthen students' basic learning, and also to improve students' developmental and creative learning. We teachers must update the original concept of teaching, change the original mode of teaching, constantly study the materials, learn new ideas, new methods, a comprehensive understanding of their students, and effectively complete the task of teaching, to raise their level of education and teaching to a new level, only in this way can adapt to the needs of modern teaching. In this regard, I have the following points to summarize and understand:

1, the new standard introduced background

1, eighteen, nineteen proposed that education to implement the "morality of the people" of the fundamental task.

2. In 20xx, the Ministry of Education put forward the implementation of the "core literacy" through the high school standards put forward clear requirements: how the compulsory education standards should be revised and implemented, how to articulate.

3. Integration of disciplines is necessary for compulsory education and is a trend in international curriculum development. It is advocated that subject content and traditional cultural content be integrated into the math curriculum.

2. Understanding and Expression

Mathematical features of core literacy: mathematical vision is mathematical abstraction, reflecting the generality of mathematics; mathematical thinking is mathematical reasoning, reflecting mathematical rigor; mathematical language is mathematical models, reflecting mathematical breadth.

The educational characteristics of core literacy: to enable students to have a certain consciousness that is based on the experience of perception; to enable students to have a certain concept that is based on conceptual understanding; to enable students to have a certain ability that is based on the practice of mastery.

The stage characteristics of core literacy: the lower section is based on the senses, and the requirements for knowledge are more specific and more focused on awareness. Higher levels are based on concepts, and the requirements for knowledge are more general and more focused on ideas, thoughts, and abilities. The seven core literacies of middle school are specifically expressed in mathematical abstraction, logical reasoning, mathematical modeling, mathematical operations, intuitive imagination, data analysis, geometric intuition and other aspects.

How to cultivate math core literacy? Combined with what Professor XX said, I think: the core qualities of mathematics can not be obtained directly through learning, but in the understanding of various concepts and practical activities in the continuous penetration of the original analysis and problem-solving ability on the basis of the further proposed to cultivate students' "ability to find problems" and "the ability to raise questions". The ability to formulate questions". Mathematical ideas and the accumulation of experience rely only on the teacher's explanation is not possible, but more mainly rely on students to personally participate in the mathematical activities, relying on students' independent thinking, focusing on the results of the goal on the basis of the further emphasized the need to focus on the process of the goal. This will enable the core literacy of mathematics to take root in teaching activities.

3, the specific changes in the new standard

The segments have changed: from the previous three segments to four segments, of which elementary school grades 1 ~ 2 a segment; 3 ~ 4 a segment; 5 ~ 6 a segment; junior high school grades 7 ~ 9 a segment. The change in segments is to better connect the knowledge points highlighting the holistic and consistent nature of math teaching.

The format of the standards has changed: a chapter on academic quality has been added, and content teaching research and teacher training have been added to the curriculum. Stylistic changes to make teachers more aware of content requirements, academic requirements, teaching tips (what to learn, level of learning, how to learn). Principles of change: increased algebraic reasoning, enhanced geometric visualization.

Changes in content: middle school added: Understanding the Meaning of Negative Numbers, Nine Chapters of Arithmetic, Equations, Approximate Calculations, Understanding Algebraic Reasoning, and Vedder's Theorem.

As a teacher facing these changes we need to study the curriculum standards in depth and comprehensively, understand the essence of the changes in the curriculum standards, master the ideological connotation of the curriculum standards, and understand the overall requirements of the curriculum standards, in order to have a clear purpose and direction to focus on the study of the materials, specific and accurate grasp of the key points of the materials, the difficulties, and creatively design the teaching process, dispersal of the difficulties, breakthroughs in the doubt, so that the mastery of the teaching materials, flexible and easy to use. The first thing I want to do is to make sure that I have a good grasp of the material, and that I can choose my teaching methods in a flexible way. The first step is to make sure that you have a good idea of what you're getting into and what you're getting into.

Regardless of how the standards have changed, we must always put students first, and strive to enrich themselves, so that they become a "trickle of water". Let the students love to learn, happy to learn, this will certainly get progress in teaching. Learning the new standards, is to better improve teaching ability to change the way of teaching, teaching methods change, the role of the teacher in teaching also changed, although, teaching methods changed, the role of teachers changed, the teaching point of view changed, but our teaching goals can not be changed, all for the sake of the children, for the sake of the children of all; we need to continue to work hard, continue to study, and continue to make progress to do the learning type! The "new" teacher.

Article 2: Mathematics new curriculum standard 2022 interpretation experience

Recently, I studied the "Compulsory Education Mathematics Curriculum Standard (2022 Edition)", on line also studied xx professor's "changes in junior high school mathematics standard - the inspiration of teaching" and "Compulsory Education Mathematics Curriculum Standard (2022 Edition) Interpretation" of the Report. Through the study, I have some knowledge and experience of the new curriculum standard of 2022.

I have a deeper understanding of the mathematical core literacy

The mathematical core literacy is a comprehensive expression of the key competencies, thinking qualities, and affective attitudes and values of the basic characteristics of mathematics; it is the ultimate goal of mathematical education in relation to the behavior of human beings (thinking, doing); it is the mathematical teaching and learning activities that the students gradually form and develop during the participation of the students. Teaching and learning activities in the gradual formation and development of math education has consistency, development. The standard clearly states that the core literacy is the basic basis for the development of curriculum objectives. The overall goal of the mathematics curriculum is to enable students to gradually learn to observe the real world with mathematical vision, to think about the real world with mathematical thinking, and to express the real world in mathematical language. Mathematical vision, essentially abstract, from life to mathematics, mathematical thinking, essentially logical reasoning, that is, from mathematics to mathematics, mathematical language, essentially mathematical models, that is, from mathematics to life. The "three wills" is the overall embodiment of the core literacy of mathematics, and is a precise statement of the goals of mathematics education, the essence of the mathematics curriculum, and mathematical methods of thought.

The proposal of the core literacy of mathematics makes the goal of mathematics education clearer, the form of mathematics education more diverse, and the requirements of mathematics education more rigorous. The implementation of the core qualities of mathematics is the key to the implementation of the fundamental task of math education, the implementation of quality education, but also our math teachers, study and analyze the textbooks, careful preparation, classroom teaching, classroom evaluation, training students "four bases" "four can", forming a correct emotional, attitudinal and behavioral attitude, and the ability to learn and learn to learn. The first step is to make sure that you have a good understanding of the concepts and concepts that you are looking for, and that you have a good understanding of what you are looking for.

Second, a deeper understanding of the content of the mathematics curriculum

The curriculum standard of the junior high school part of the curriculum content has been adjusted, of which the new content of 18, the two optional content of the asterisks deleted, deleted the content of four. Among them, the new content in the understanding of algebraic reasoning, can use a ruler to make a map, over a straight line outside a point to do this line of parallel lines, will calculate a set of data out of the sum of squares and other content are noteworthy. Understanding the relationship between the roots and coefficients of a quadratic equation, exploring and proving the vertical path theorem have all become mandatory, all of which will have an impact on the teaching of mathematics and will require math teachers to have a new understanding of the body of knowledge.

In the new standard, the changes in the curriculum content are more adaptable to the implementation of core literacy, with more emphasis on intuition in the geometry content, and on designing appropriate contexts and posing appropriate questions in the algebra content. xxProfessor XX clearly pointed out that the adjustments to the content of this curriculum adhere to the principle of not simply introducing concepts and not simply introducing methods. Mathematical concepts, derived from the abstraction of life, there is no nature and comparison of concepts, just form, no essence; there is no nature and comparison of methods, but also just a simple skills training, students can not experience the essence of mathematics, and the study of mathematics, is for students to be able to better know, think, express, understand the real world of the problem. Therefore, the arrangement of the curriculum content, as far as possible, so that students from the rich life problems and mathematical problems in the abstract concepts, study its nature, enrich its connotation, master the ability to solve mathematical problems, to do the implementation of the core literacy of students.

It is worth mentioning that this revision of the curriculum standard has also added a section on academic quality. Academic quality is the performance of students' learning achievements after completing the stage of learning in the curriculum, is the basis for the proposition and evaluation of the academic level examination, more clearly each stage, each knowledge to learn what degree. Academic quality has an important guiding role in the preparation of teaching materials, teachers' teaching and students' learning. Academic quality is also the depth and breadth of the interpretation of the curriculum content, the new standard of mathematics curriculum content is more scientific, set up more clearly, the implementation of the core qualities of mathematics, mathematics curriculum further highlighting the function of education.

Third, the inspiration of mathematics teaching

1, focusing on the macro-understanding of the mathematics curriculum

The new standard has made clear the nurturing function of mathematics education. Students are required to master the basic knowledge and basic skills, basic ideas and basic activity experience necessary to adapt to modern life and further study through the learning of mathematics courses. Therefore, how to implement the core literacy is the fundamental starting point for us to study the teaching materials, analyze students, choose teaching methods, conduct classroom design, and design problem situations. Each specific learning content has the role of cultivating the relevant core literacy, so it is important to focus on establishing the connection between the specific content and the main manifestations of the core literacy. This requires mathematics teachers to have a macro-clear understanding of the curriculum content, such as what are the initial life and mathematical sources of mathematical knowledge in this section, and what kind of problem scenarios should be designed? What kind of mathematical ideas and methods are embedded in the mathematical content of this section? What are the core literacies that this section of the curriculum aims to develop in students? What are the connections to students' prior and subsequent knowledge? What is the role of this knowledge in production and life? These are the questions that teachers should think about in preparation for teaching.

2, focusing on the overall grasp of the teaching content

The standard has clearly pointed out that the teaching content is the implementation of the teaching objectives, the development of students' core literacy carrier. Therefore, we should pay attention to the overall analysis of teaching content in teaching, so that students feel the structured knowledge system, can learn to dig, dig behind the knowledge of the nature of the mathematical discipline. Understanding the generation and source of mathematical knowledge, structure and association, value and meaning, guiding students from the mathematical concepts, principles and laws of the connection between the establishment of a meaningful knowledge structure, to help learn to use a holistic, connected, developmental perspective on the problem, the formation of scientific habits of mind, the development of core literacy.

Good teaching design, good classroom teaching, must be a deep understanding of the mathematical nature of the teaching content, the teaching content before and after the progression of a systematic understanding of the content of the teaching content of the internal relationship between the overall grasp of the content system and knowledge network has a clear understanding. Teaching design, design is the problem, is the mathematical thinking, is the thinking method, is the life of the problem of the situation, the situation of the problem of the mathematical, mathematical problem of the model, so that in the classroom to grasp the essence of the complexity of the simple, difficult to easy.

3, pay attention to the richness and diversity of teaching methods

The classroom is the main venue for our educational and teaching activities, but also to teach mathematical knowledge, mathematical skills, mathematical thinking, and exercise the quality of thinking of the main carrier. The traditional single lecture style of teaching can no longer meet the learning needs of students and the implementation of the core literacy of mathematics. It has been clearly pointed out in the curriculum that mathematics teaching should focus on inspirational, inquiry, participatory and interactive teaching, explore large-unit teaching, and actively carry out comprehensive teaching activities such as interdisciplinary theme-based learning and project-based learning. Through a rich variety of teaching methods, students can realize basic ideas and accumulate basic activity experience in the learning process of practice, inquiry, experience, reflection, cooperation and communication, and give full play to the nurturing value of each teaching method to promote the development of students' core literacy.

Our classroom teaching should first update the concept that we are not only teaching knowledge, but also educating people. Each classroom more with the situation to stimulate the interest of students, with the problem of inspiring thinking, summarize the general mathematical ideas and problem-solving methods. Through the students' exploration and discovery, hands-on operation, mathematical activities, communication and discussion, thinking and internalization, trying to train in a variety of ways, mastery of knowledge, learning methods, summing up the law, enhance thinking, development of character, and gradually cultivate students' core qualities.

Through the study of the curriculum standards, I have a new understanding of the concept of junior high school mathematics education, teaching content, teaching objectives. In the future education and teaching, I will continue to deepen the interpretation of the requirements of the curriculum standards, carefully study the teaching materials, attentive classroom practice, and strive to through their own education and teaching, really let the students to get a good math education, different development in mathematics, and gradually formed to adapt to the students' lifelong development of the core literacy.

Article 3: Mathematics new curriculum standard 2022 interpretation experience

"Compulsory Education Mathematics Curriculum Standard" was promulgated on April 21, 2022, for the interpretation of the new curriculum standard and learning, understanding and implementation, is our first-line mathematics teacher's top priority, the holiday in the workstation under the guidance of Mr. Zhou, I combined with Professor xx further interpretation of the standard, in-depth thinking, review and sort out the study The content of the study has benefited me a lot. I'd like to talk about some of my personal experiences.

1, the full implementation of the core qualities of mathematics

Through the study I have a deeper understanding of the core qualities of mathematics at the junior high school level. To gradually cultivate students will first observe the world with mathematical vision, and then use mathematical thinking to think about the world, but also to express the world in the language of mathematics. The implementation of the core literacy of mathematics requires us to have goals in our hearts and students in our eyes, and we need to connect the core literacy of mathematics, the classroom, and the students. Let the math core literacy in the classroom landing, so that the mathematics discipline parenting in the classroom roots.

2, try to change the way of learning

The new curriculum standards advocate the exploration, cooperation, communication and practice of innovative ways of learning mathematics, from the students' life experience and existing knowledge background, to provide them with sufficient opportunities to engage in mathematical activities and exchanges, prompting them to explore the process of the main real understanding and mastery of the basic mathematical knowledge and skills, mathematical thinking and mathematical methods In the process of main exploration, they are encouraged to truly understand and master the basic mathematical knowledge and skills, mathematical ideas and mathematical methods, and at the same time acquire a wide range of mathematical activities. Mathematics teaching is the teaching of mathematical activities, is the teacher interaction, interaction and *** with the development of the process, the student is the leader of mathematical learning, the teacher is the organizer of student learning, guide and collaborator. In the future teaching work we should continue to try to change the way of teaching, so that students become the master of the classroom, and gradually guide students to master knowledge.

3, pay attention to each student, focus on diversified evaluation

The new standard pointed out: "to pay attention to the results of students' learning, but also pay attention to their learning process; to pay attention to the level of students' mathematical learning, but also pay attention to their mathematical activities in the performance of the emotions and attitudes, to help students to recognize themselves, to build confidence. " This requires our teachers to be comprehensive and diversified in their evaluation of students, and to use more motivational comments. Be more tolerant, less accusatory, and allow students to make mistakes. We must clearly realize that: the foundation of each student is different, the process of learning mathematics will also be different, if the same standard to measure the evaluation of student learning, is bound to create many losers. Therefore, the evaluation should be different from person to person, do not use the "same ruler", focus on the evaluation of individual progress on the original basis, to help them build confidence in learning mathematics. "Interest is the best teacher." As long as we always put students in the first place, and strive to enrich themselves, so that students love to learn, happy to learn, will certainly be able to get progress in teaching.

In short, in the future of mathematics teaching I want to firmly grasp the concept of the new standards, adhere to the new standards as the guide, seriously prepare and do a good job on each lesson, to the classroom 45 minutes to be effective, to quality. So that each of my students in each math class can have something to gain, both mathematical knowledge, but also the ability to improve, the development of thinking, the formation of mathematical ideas, the gradual establishment of core literacy, so that different students in mathematics to get different development.

Article 4: Mathematics New Curriculum Standard 2022 Interpretation Experience

Through the study of the "new standards and teaching under the double-reduced policy", I have benefited from a great deal of harvest, now my experience is summarized as follows:

First: for the 2022 version of the new standards and the original compared to its requirements, what are the changes? In the new standard and double reduction under the teaching and what changes have occurred?

We know that in our teaching process, optimizing the quality of our lesson planning, digging out the elements of our lives, strengthening students' thinking, driving students' learning, and ultimately creating a good learning atmosphere. It makes me understand that the division of school segments has changed from the original three segments to four segments, and we should focus on the integration of information technology and the math classroom, enrich our teaching mode, strengthen the ability of comprehensive practice, and improve the core literacy of students. We can also carry out unit-type overall teaching in our usual classes, and make more use of the unit-type overall teaching mode. Make more use of heuristic and inquiry teaching to promote students' thinking and focus on the generation of mathematical knowledge. After a lot of discussion and summarization found that: we must first create a teaching situation, change the idea of teaching, stimulate students' interest in learning. How to create a teaching situation? Should be created by life, may also use subject knowledge, or use our scientific knowledge. With the help of the problem to drive students to inquiry-based learning, more use of materials in life, subject knowledge is also from life and applied to life. Classroom with the concept of teaching has changed, the various aspects of teaching has also changed, from the original preparation of teaching materials to the current use of teaching materials, under the reform of the classroom, the teacher also put forward higher requirements, focusing on the process of student learning, multi-dimensional to evaluate students. We have to grasp the burden reduction, but also to grasp the preparation of the lessons, carefully study the materials, the students guide to where to go? This requires us to carefully design the problem, so that students find problems, ask questions, and develop students' core literacy.

Secondly, the new standard requires our teachers to change the inherent mode of teaching. Our math class, usually students reflect out is not interesting, no characteristics, but the new standard added a lot of new requirements, which makes our inherent math classroom become interesting, so that our math classroom can maximize the attraction of our students to learn mathematics, the ability to apply mathematics. Mr. Chen emphasized that in the new standards, a lot of things remain unchanged, and we mainly focus on the changed parts. We should stimulate and enhance students' motivation to learn more, and let them connect more with real life, which is actually a viewpoint since ancient times, and we have been on the way of practicing it, but it's still difficult to walk this road because our students lack the awareness of discovering problems and the ability to ask questions. This requires us to guide students to identify problems and raise questions in the process of teaching in the future, to clarify the orientation of the problem, and to reduce repetitive, massive and ineffective homework.

Third: What are the new requirements for us after the changes in the standards? The new standard puts more emphasis on the subject of course learning, the subject of learning contextualization, contextual problem content, problem content mathematical, mathematical problem theoretical, theoretical problem application, theme learning reflection, which is very consistent with the law of learning and understanding. This is also consistent with the current new standards, rational understanding must be supported by perceptual material, so our teaching methods will also change, and we should further understand the trend of changes in our teaching methods.

Fourth: people-oriented, moral education, easier said than done. Nowadays, the society has higher and higher requirements for our teachers. We ask the teacher is a personality, characteristics, and to establish the correct core values, to have the necessary character and high core literacy teacher, only this kind of teacher can adapt to the modern society, only with the ability to integrate the teaching materials, so our teachers should also be good at thinking independently. The master of the classroom is not good now, and I also feel a huge pressure.

In short, in the future of education and teaching work we have to see more, think more, think more, learn more, and ultimately let themselves become a new teacher to adapt to the new standards.

Article 5: Mathematics new curriculum standard 2022 interpretation experience

April 21, 20xx, the Ministry of Education promulgated the "Compulsory Education Mathematics Curriculum Standards (20xx version)", which is like a lighthouse, for the work of mathematics teaching to point out the direction of the work. mid-May, our school mathematics teaching and research group organization of all mathematics teachers carefully watched the professional interpretation of the video of Professor xxx, and the subject of the seminar. The video made me have a more comprehensive understanding of the new curriculum. During the summer vacation, I read the book again, and I have a deeper understanding and experience of the new standards.

The Compulsory Mathematics Curriculum Standards (20xx Edition) reflects the requirements of social development for talent cultivation, the unique nurturing value of the discipline of mathematics, and the experience accumulated in the reform of the mathematics curriculum. The changes and breakthroughs are mainly reflected in the clarification of the core qualities of students to be cultivated in the compulsory education stage of the mathematics curriculum, the determination of the core qualities-oriented curriculum objectives, and the construction of the content structure pointing to the core qualities.

The 20xx version of the standard has been substantially revised on the basis of the 20xx version of the standard, better reflecting the nurturing value of the mathematics subject and highlighting the role of the mathematics subject in promoting students' development.

Changes and breakthroughs

(a) Clearly defined the core literacy of the compulsory education stage

The 20xx version of the standard will be the core literacy of students to be cultivated in the mathematics curriculum is expressed as "three wills", that is, they can use mathematical vision to observe the real world, they can think mathematically about the real world, and they can express the real world in the language of mathematics. language of mathematics to express the real world.

The "Three Ways" is the expectation of mathematics education on the mathematical literacy of future citizens, aiming at enabling students to acquire the correct values, necessary character and key competencies for lifelong development through mathematics education at different stages. In order to adapt to the development of students at different stages, the standard group will be the core literacy expressed by the school segments, the primary stage of the main performance is "number sense, sense of quantity, symbolic awareness, arithmetic ability, geometric intuition, spatial concept, reasoning, data awareness, modeling awareness, application awareness, innovation awareness.

The thinking of students in elementary school is mainly figurative, and the performance of core literacy focuses on awareness, i.e., experience-based perception. The clear presentation of core literacy and its manifestation lays the foundation for the determination of curriculum objectives, the structured adjustment of curriculum content, and the reform of teaching and evaluation methods.

(2) Determination of the core literacy-oriented curriculum objectives

The 20xx version of the standard expressed the general objective of the compulsory mathematics curriculum as follows: "Through the study of mathematics in the compulsory education stage, students will gradually be able to observe the real world with mathematical vision, think about the real world with mathematical thinking, and express the real world in the language of mathematics. The general objectives are underpinned by the "Three Ways", reflecting the "Four Fundamentals" based on the learning of knowledge content, the "Four Abilities" based on problem solving (the ability to discover, propose, analyze and solve problems), and the "Four Key Learning Objectives" based on the ability to learn and understand mathematics. Affect, attitude and values formed in the learning process.

The 20xx version of the standard is based on the developmental characteristics of students in different school years, and breaks down the three aspects of the overall goal into four school goals. The objectives of the sections are based on the content requirements of the different sections and incorporate specific expressions of core literacy, providing a basis for the selection of teaching content, the organization of teaching activities and the design of teaching evaluation.

(C) Constructed a structured curriculum content

The 20xx version of the standard retains the 20xx version of the standard's "Number and Algebra," "Graphics and Geometry," "Statistics and Probability," and "Statistics and Probability," in terms of content structure. The original four topics in the field of "Figures and Geometry" are integrated into two topics: "Recognition and Measurement of Figures" and "Position and Motion of Figures", thus indicating that the teaching of mathematical concepts should be related to the nature, operation or relationship of concepts. This shows that the teaching of mathematical concepts should be integrated with the nature, operation or relationship of concepts; the original "classification" in the field of "statistics and probability" is adjusted to "data classification", which is intended to emphasize the cultivation of students' data awareness in the era of big data. The purpose is to emphasize the cultivation of students' data awareness in the era of big data. In line with the idea of thematic adjustment, the presentation of the content emphasizes wholeness and consistency.

The 20xx version of the standard also adds, deletes, or adjusts some specific content. In order to strengthen the sense of basic concepts and the cultivation of symbolic awareness, the primary stage canceled the "simple equations", strengthened the "letter number" content learning; in order to adapt to the requirements of the era of big data and strengthen the cultivation of students' awareness of the data, will be the The content of "percent" is included in the field of "statistics and probability" and so on.

(4) Teaching suggestions for the implementation of core literacy development

The 20xx version of the standard changes the way the 20xx version of the standard simply describes the content, and expresses each learning theme of each academic level in terms of three aspects: content requirements, academic requirements, and teaching tips. Content requirements are expressions of the scope of learning, expressing "what to learn"; academic requirements are expressions of the degree of learning, expressing "what to learn"; and teaching hints are opinions on the implementation of teaching, expressing "how to learn". The teaching tips are opinions on the implementation of teaching, expressing "how to learn". All three aspects of the expression are integrated into the expression of the core literacy, so that the requirements of the learning content and the achievement of the core literacy organic integration.

For example, the academic requirements of the first section of the theme of "number and operations" are: "to be able to use numbers to indicate the number of objects or the order of things, and to recognize, read, and write numbers up to 10,000; to be able to tell the value of the number of numbers in different digits; to be able to express the relationship between the size of the numbers in symbols, and to form a preliminary sense of number and sense of symbols. number sense and symbol awareness." There are not only requirements for knowledge and skills, but also requirements for achieving core literacy.

The teaching tips in the 20xx version of the standard emphasize the core literacy as the guide, explaining how to design the curriculum objectives pointing to the core literacy, create authentic situations, put forward appropriate questions, point out how to organize effective teaching and learning activities, etc.; emphasize the interdisciplinary theme or project activities as a carrier, promote the integration of information technology and mathematics teaching, and cultivate the students' knowledge and methods to solve real problems by the comprehensive use of mathematics and other disciplines. The program also emphasizes the use of interdisciplinary themes or project activities to promote the integration of information technology and mathematics teaching, to cultivate students' ability to comprehensively use the knowledge and methods of mathematics and other disciplines to solve real problems, and to cultivate students' sense of innovation and application ability.

(5) Constructing an evaluation system that points to core literacy

The 20xx version of the standards elaborates on evaluation through the sections on "Academic Quality" and "Evaluation Suggestions". The quality of learning is based on the performance of the core literacy in the school year, and the structured mathematical content themes are used as the carrier to make use of different levels of situations and activities to set requirements for the academic level of students in different school years. Special attention is paid to the consistency between the Four Fundamentals and the core literacy, reflecting the developmental levels of students in different school years in terms of knowledge and skills, mathematical thinking, experience in mathematical activities and core literacy.

Focus and Recommendations

The 20xx version of the standard puts forward specific requirements for the preparation of teaching materials, teaching research and teacher training, the design and organization of teaching activities, and teaching evaluation. The implementation of the standards focuses on the practical understanding of the concepts and objectives of the mathematics curriculum, and accurately grasps the nature of the content of the mathematics curriculum and its connection with the core literacy.

Accurately understand the concept of the mathematics curriculum, the implementation of the core literacy-oriented curriculum objectives

The mathematics curriculum must implement the fundamental task of moral education, and become an important vehicle for the implementation of the comprehensive development of moral, intellectual, physical, social and aesthetic education policy. The curriculum implementer should have a comprehensive understanding of the overall goal of the "Three Harmonies", incorporating the "Four Fundamentals", "Four Abilities", "Emotions, Attitudes, and Values", so as to make it possible for the students to learn and develop their own skills. "The general objectives of the Mathematics Curriculum are to enable students to develop mathematical thinking and practical experience while understanding and mastering mathematical knowledge and skills through the learning of the Mathematics Curriculum, so that they can gradually form and develop their core literacy; to analyze carefully the content requirements, academic requirements and teaching suggestions for each theme, to grasp the nature of the mathematical content and the core literacy associated with it, and to create and implement appropriate teaching and learning activities. To stimulate students to think independently and communicate with others, and to implement the curriculum concepts and objectives in every step of the process.

Focusing on the idea of structural reorganization and partial adjustment of content

Curriculum implementers need to understand that the structural reorganization of topics and partial adjustment of content in each area of the 20xx version of the standards are intended to integrate concepts with the nature of the concepts, operations, or relationships, and to facilitate the implementation of core-literacy oriented teaching and learning. For example, the new topic of "Quantitative Relationships" at the elementary school level, the addition of ruler and graph, the adjustment of the content of percentages, as well as the elimination of simple equations and the reinforcement of changes in the representation of numbers by letters, and so on. Teachers are the ultimate implementers of the 20xx Curriculum, so effective teacher training and school-based training with clear objectives are very important. Students' core literacy is not formed overnight, nor is it acquired through the learning of individual knowledge points. Therefore, teachers' overall training and overall preparation is necessary, and every teacher should be clear about the ins and outs of the teaching content and how it integrates with the core literacy, as well as the connection between the teaching content and the content learned in the previous and previous grades.

In short, the promulgation and implementation of the 20xx version of the standard for mathematics teaching in compulsory education not only presents a new challenge, but also provides a good opportunity for in-depth study and practice of the new curriculum concepts, which will promote the professional development of primary and secondary mathematics teachers and the overall deepening of the reform of mathematics teaching in compulsory education, while comprehensively enhancing the core literacy of students.