Compared with the content stipulated in the syllabus, the curriculum standard has some additions and deletions in the knowledge system of the content, some ups and downs in the learning requirements of the content, some points and combinations in the structural combination of the content, and some hidden expressions in the content.
① Add or delete. With the development of the times and the progress of science and technology, some knowledge is more important than before. For example, collecting, sorting and analyzing data, communicating and making decisions, and initially having random thoughts and probability thoughts have become the basic qualities that everyone must have, and are the indispensable basic knowledge and skills for students to adapt to future life and further study. For another example, the introduction of calculators to deal with complex calculations, solve some practical problems and explore relevant mathematical laws can avoid students from doing a lot of repeated operations and better cultivate their innovative spirit and practical ability. It is very necessary to supplement the above contents in time.
The contents added in the curriculum standard mainly include: knowledge about statistics and probability, contents about space and graphics (such as position and transformation), negative numbers, preliminary application of calculators, etc.
At the same time, some contents are out of date or have lost the value of learning. For example, the four operations with fractions are not used much in real life, so there is no need to spend a lot of time training this unusual calculation. Even if you occasionally encounter calculations with scores, you can convert them into decimals and then calculate them. Calculations with scores are more complicated, which will easily make students feel afraid of mathematics and dampen their confidence in learning mathematics. Therefore, the curriculum standard will delete this part in time.
The main contents of curriculum standard deletion include other complex large number calculation and typed application problem-solving knowledge.
② Rising and falling. In terms of the teaching requirements of the content, the curriculum standards have also been adjusted in time and necessary.
Among them, the teaching requirements are: estimation, algorithm diversification, application of various knowledge and so on.
Estimation is a common method, and in some cases with a large number, estimation is even more useful than accurate calculation. Flexible selection of problem-solving methods and rational application of mathematical thinking methods to solve practical problems are also the best ways to cultivate students' innovative spirit and practical ability. It is inevitable for social development to improve the teaching requirements of these contents.
With the rapid development of science and technology, the tedious calculation work originally done by people can be completely replaced by computers, so the requirements for students' computing ability are much lower than before. It is also the necessity of social development to reduce the requirements for these contents in a timely manner.
The teaching requirements in the curriculum standards are reduced, including: four operations of large numbers, multiple decimals and fractions, divisibility, divisors and multiples, prime numbers and composite numbers, etc.
3 points and combinations. In the structure of mathematics learning content, the curriculum standard combines the content of "quantity and measurement" into the fields of "space and graphics" or "number and algebra", and divides the "application problem" into basic operations such as addition, subtraction, multiplication and division, and combines the "number operation" to understand the quantitative relationship abstractly. This separation and integration expands the connotation of related concepts with practical characteristics, removes the related content of divorced from reality and mechanical imitation, and highlights the educational concept of cultivating students' innovative spirit and practical ability.
④ Implicit and explicit. Experience is not only the foundation of knowledge construction, but also an important part of knowledge. In the traditional teaching content, experience is ignored and neglected. Although it is an indisputable fact that experience participates in students' learning process, you can't even find a few words about "experience" from the relevant content standards. It is always hidden.
The curriculum standards are different. It not only explicitly recognizes that mathematical knowledge "includes mathematical facts and experience in mathematical activities", but also emphasizes "using students' life experience" to help students accumulate experience in mathematical activities.
Curriculum standards specially set up the learning field of "practice and comprehensive application", emphasizing the new learning form of "comprehensive practical activities", providing students with opportunities to develop comprehensive practical ability, promote experience accumulation, and develop innovative consciousness and practical ability.
In addition, the curriculum standard holds that "mathematics teaching is the teaching of mathematics activities". This shows that changing experience from "recessive" to "dominant" is not only the patent of "comprehensive practical activities", it should run through the whole process of mathematics learning activities.