"Four basics": basic knowledge, basic skills, basic ideas and basic activity experience.
"Four abilities": the ability to find problems, the ability to ask questions, the ability to analyze problems and the ability to solve problems.
The curriculum objective of Compulsory Education Mathematics Curriculum Standard (20 1 1 version) is from "two basics" to "four basics" and from "two abilities" to "four abilities", which adds "basic ideas" and "basic activity experience" on the basis of the original "two abilities".
Extended data:
Design concept
1, division of research departments
In order to reflect the integrity of the mathematics curriculum in the compulsory education stage, the Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the Standard) comprehensively considers the nine-year curriculum content; At the same time, according to the physiological and psychological characteristics of children's development, the nine-year study time is divided into three sections:
The first phase (1 ~ 3 grades), the second phase (4 ~ 6 grades) and the third phase (7 ~ 9 grades).
2. Course objectives
According to the Outline of Basic Education Curriculum Reform (Trial) and the characteristics of mathematics education, the Standard defines the overall goal of mathematics curriculum in compulsory education, and further expounds it from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude.
3. Course content
In each learning section, four learning areas are arranged: number and algebra, space and graphics, statistics and probability, and practice and comprehensive application. The study of course content emphasizes students' mathematical activities and cultivates students' sense of number, symbol, space, statistics, application and reasoning.
The sense of number is mainly manifested in: understanding the meaning of number; Numbers can be expressed in many ways; Be able to grasp the relative size relationship of numbers in specific situations; Able to express and exchange information with numbers; Can choose the appropriate algorithm to solve the problem; Can estimate the result of operation and explain the rationality of the result.
The sense of symbol is mainly manifested in: it can abstract the quantitative relationship and changing law from specific situations and express it with symbols; Understand the quantitative relationship and changing law represented by symbols; Will be converted between symbols; Can choose appropriate programs and methods to solve the problem of symbol representation.