1. Building a common foundation and providing a platform for development High school education belongs to basic education. High school mathematics curriculum should be basic, which includes two meanings: first, after the compulsory education stage, provide students with a higher level of mathematics foundation to adapt to modern life and future development, so that they can obtain higher mathematics literacy; Second, provide students with the necessary math preparation for further study. Mathematics curriculum in senior high school consists of compulsory courses and elective courses. The compulsory series of courses aims to meet the common mathematics needs of all students. Taking a series of courses is to meet students' different needs for mathematics, and it is also a basic mathematics course for students' development. 2. Provide a variety of personalized courses. Choose high school mathematics courses with diversity and selectivity, so that different students can get different development in mathematics. Senior high school mathematics curriculum should provide students with space for choice and development, provide students with multi-level and diversified choices, and promote students' personality development and thinking about future life planning. Students can make their own choices under the guidance of teachers and make appropriate changes and adjustments when necessary. At the same time, high school mathematics curriculum should also leave some choice space for schools and teachers. They can make curriculum development plans according to students' basic needs and their own conditions, and constantly enrich and improve courses for students to choose from. 3. Advocating proactive and courageous learning methods Students' mathematics learning activities should not be limited to acceptance, memory, imitation and practice. High school mathematics curriculum should also advocate independent exploration, hands-on practice, cooperation and exchange, reading self-study and other ways to learn mathematics. These methods are helpful to give full play to students' learning initiative and make their learning process a "re-creation" process under the guidance of teachers. At the same time, setting up learning activities such as "mathematical inquiry" and "mathematical modeling" in senior high school mathematics curriculum will further create favorable conditions for students to form active and diverse learning styles, thus stimulating students' interest in learning mathematics and encouraging students to form the habit of independent thinking and active exploration in the learning process. High school mathematics curriculum should strive to let students experience the process of mathematics discovery and creation through various forms of independent learning and inquiry activities, and develop their innovative consciousness. 4. Pay attention to improving students' mathematical thinking ability. High school mathematics curriculum should focus on improving students' mathematical thinking ability, which is one of the basic goals of mathematics education. In the process of learning mathematics and solving problems by using mathematics, people are constantly experiencing intuitive perception, observation and discovery, inductive analogy, spatial imagination, abstract generalization, symbolic representation, operational solution, data processing, deductive proof, reflective construction and other thinking processes. These processes are the concrete embodiment of mathematical thinking ability, which helps students to think and judge the mathematical model contained in objective things. Mathematical thinking ability plays a unique role in the formation of rational thinking. 5. Cultivate students' awareness of mathematics application. Since the second half of the 20th century, the great development of mathematics application is one of the remarkable characteristics of mathematics development. In today's era of knowledge economy, mathematics is moving from behind the scenes to the front. The combination of mathematics and computer technology enables mathematics to directly create value for society in many aspects, and also opens up broad prospects for the development of mathematics. For a long time, China's mathematics education has failed to pay enough attention to the relationship between mathematics and practice and between mathematics and other disciplines. Therefore, high school mathematics needs to be strengthened in the application of mathematics and the connection with practice. In recent years, the practice of mathematical modeling in universities and middle schools in China shows that the teaching activities of mathematical application meet the needs of society, which is conducive to stimulating students' interest in learning mathematics, enhancing students' awareness of application and broadening their horizons. High school mathematics curriculum should provide the actual background of the basic content, reflect the application value of mathematics, carry out the learning activities of "mathematical modeling" and offer special courses reflecting some important applications of mathematics. Mathematics curriculum in senior high school should make students experience the role of mathematics in solving practical problems, the connection between mathematics and daily life and other disciplines, promote students to gradually form and develop their awareness of mathematics application and improve their practical ability. 6. Keeping pace with the times and understanding the "double basics" mathematics teaching Our country has a tradition of attaching importance to the teaching of basic knowledge, the training of basic skills and the cultivation of ability, and the high school mathematics curriculum in the new century should be carried forward. At the same time, with the development of the times, especially the wide application of mathematics, the development of computer technology and modern information technology, the curriculum and implementation of mathematics should re-examine the connotation of basic knowledge, basic skills and abilities, and form a new "double base" that meets the requirements of the times. For example, in order to meet the needs of the development of the information age, high school mathematics curriculum should increase the content of algorithms, and take the most basic data processing and statistical knowledge as new basic mathematics knowledge and skills; At the same time, reduce tedious calculations, artificial technical problems, and overemphasize details to overcome the tendency of "double-base alienation". 7. Emphasis on essence and proper formalization is one of the basic characteristics of mathematics. In mathematics teaching, learning formal expression is the basic requirement, but it should not be limited to formal expression, but should emphasize the understanding of the essence of mathematics, otherwise lively mathematical thinking activities will be submerged in the ocean of forms. The modern development of mathematics also shows that the whole formalization is impossible. Therefore, the high school mathematics curriculum should return to the original, and strive to reveal the development process and essence of mathematical concepts, laws and conclusions. Mathematics course should emphasize both logical reasoning and rationality. Through the analysis of typical examples and students' independent exploration activities, students can understand the gradual formation process of mathematical concepts and conclusions, understand the thinking methods contained in them, pursue the historical footprint of mathematical development, and transform the academic form of mathematics into an educational form that students can easily accept. 8. Reflecting the cultural value of mathematics Mathematics is an important part of human culture. Mathematics curriculum should properly reflect the history, application and development trend of mathematics, the promotion of mathematics to social development, the social demand of mathematics, the promotion of social development to mathematics development, the ideological system of mathematics science, the aesthetic value of mathematics and the innovative spirit of mathematicians. Mathematics course should help students understand the role of mathematics in the development of human civilization and gradually form a correct view of mathematics. Therefore, the high school mathematics curriculum advocates embodying the cultural value of mathematics, puts forward the learning requirements of "mathematics culture" in appropriate content, and sets up special topics such as "special lectures on the history of mathematics". 9. Pay attention to the integration of information technology and mathematics curriculum _ The wide application of modern information technology is having a profound impact on mathematics curriculum content, mathematics teaching and mathematics learning. High school mathematics curriculum should advocate the organic integration of information technology and curriculum content (such as integrating algorithms into all relevant parts of mathematics curriculum), and the basic principle of integration is to help students understand the essence of mathematics. High school mathematics curriculum should advocate the use of information technology to present the course content that is difficult to present in previous teaching. On the premise of ensuring written calculation training, scientific calculators and various mathematical education technology platforms should be used as much as possible to strengthen the combination of mathematics teaching and information technology, and encourage students to explore and discover by using computers and calculators. 10. Establish a reasonable and scientific evaluation system. The requirement of modern society for human development has caused profound changes in the evaluation system. A reasonable and scientific evaluation system should be established for senior high school mathematics curriculum, including evaluation concept, evaluation content, evaluation form and evaluation system. Evaluation should not only pay attention to the results of students' mathematics learning, but also pay attention to their mathematics learning process; We should not only pay attention to students' mathematics learning level, but also pay attention to their emotional attitude changes in mathematics activities. In mathematics education, evaluation should establish diversified goals and pay attention to the development of students' personality and potential. For example, the process evaluation should pay attention to the evaluation of students' understanding of mathematical concepts and ideas, the evaluation of students' presenting, analyzing and solving problems in mathematics, and the evaluation of their attitude of cooperation with others, the awareness of expression and communication and the spirit of exploration in the process. For learning activities such as mathematical inquiry and mathematical modeling, it is necessary to establish corresponding process evaluation contents and methods.