1 knowledge and skills

1) experienced the abstract operation and modeling of numbers and algebras, and mastered the basic knowledge and skills of numbers and algebras.

2) Master the basic knowledge and skills of graphics and geometry through the process of abstraction, classification, nature discussion, movement and position determination of graphics.

3) Through the process of collecting and processing data in practical problems, analyzing problems with data and obtaining information, master the basic knowledge and skills of statistics and probability.

4) Participate in comprehensive practical activities, comprehensively apply mathematical knowledge, skills and methods, and accumulate experience in solving simple practical problems.

2 Mathematical thinking?

1) Experience the function of algebra to express operation and geometry intuition, initially establish a sense of number, symbol and space, and develop image thinking and abstract thinking.

2) Understand data and stochastic phenomena, understand the significance of statistical methods, and develop data analysis and stochastic concepts.

3) By participating in mathematical activities such as observation, experiment, guess, Zheng Ming and comprehensive practice, develop the ability of rational reasoning and deductive reasoning, and express your ideas clearly.

4) Learn to think independently and understand the basic ideas and ways of thinking of mathematics.

3 solve the problem?

1) Initially learn to find and ask questions from the perspective of mathematics, comprehensively use mathematical knowledge and other knowledge to solve simple mathematical problems, and cultivate application awareness and practical ability.

2) Get some basic methods to analyze and solve problems, experience the diversity of problem-solving methods and develop innovative consciousness.

3) Learn to cooperate and communicate with others.

4) Initially form the consciousness of evaluation and reflection.

4 emotional attitude?

1) Take an active part in mathematics activities, and have curiosity and thirst for knowledge about mathematics.

2) Experience the pleasure of success, exercise the will to overcome difficulties, and establish self-confidence in learning mathematics well.

3) Understand the characteristics and value of mathematics.

4) Develop the habit of questioning and form an attitude of seeking truth from facts.

The four aspects of the overall goal are not independent and separated from each other, but an organic whole that is closely linked and blended with each other. These four aspects should be considered simultaneously in the course organization and teaching activities.

The realization of these goals marks students' good mathematics education and is of great significance to students' all-round, sustained and harmonious development. Mathematical thinking, problem solving and emotional attitude development are inseparable from the learning of knowledge and skills, and the learning of knowledge and skills must be conducive to the realization of the other three goals.

Extended data:

In order to solve the problem of funding guarantee for compulsory education, the revised draft of compulsory education law has a chapter on "funding guarantee", which provides for solving this problem from four aspects:

-Clarify the overall demand for compulsory education funds and formulate relevant funding standards. The draft requires the state to formulate and timely adjust the staffing standards and salary standards for teaching staff, school construction standards and per capita public funds for students to meet the basic needs of compulsory education.

-Defining the goal of ensuring the funds for compulsory education. The draft requires governments at all levels to include compulsory education funds in the fiscal budget and allocate them according to standards to ensure the gradual growth of compulsory education funds; For school-age children and adolescents who receive compulsory education in public schools, tuition fees are not charged and miscellaneous fees are gradually exempted.

-Defining the sources of funding for compulsory education. The draft stipulates that the funds for compulsory education shall be shared by the State Council and local governments at all levels according to their responsibilities, and implemented by provincial governments as a whole. "If the provincial government finances are fully responsible for compulsory education in this area, it should be able to solve the problem of compulsory education funds."

-standardize the use and management of funds for compulsory education and improve the efficiency of the use of funds. The draft requires that compulsory education funds should be listed separately in the budget, the final accounts of the government and the income and expenditure of schools should be announced to the public, and the audit institutions should announce the audit results of compulsory education funds to the public.

The three basic attributes of compulsory education in China are obligation, public welfare and unity.

1 public welfare

The so-called public welfare means that it is clearly stipulated that "tuition and miscellaneous fees are not charged". Public welfare and freedom are linked. For example, Article 2 of the revised Compulsory Education Law stipulates that the state implements a nine-year compulsory education system.

Compulsory education is a compulsory education for all school-age children and adolescents and a public welfare undertaking that the state must guarantee. The implementation of compulsory education, free of tuition and fees. The state establishes a mechanism to guarantee the funds for compulsory education to ensure the implementation of the compulsory education system.

2 unification

Unity is always an idea. From beginning to end, the new law emphasizes the implementation of national unified compulsory education, including the formulation of unified teaching material setting standards, teaching standards, funding standards, construction standards, student public funding standards and so on. These contents related to unification are all reflected in the revision of laws in different forms.

3 mandatory

Coercion is also called coercion. It is the obligation of schools, parents and society to let school-age children and adolescents receive compulsory education. Whoever violates this obligation will be regulated by law. If parents don't send their students to school, they should bear the responsibility; Schools do not accept school-age children and adolescents to go to school, and schools should bear the responsibility; The government does not provide corresponding conditions, but it must also be regulated by law.

References:

Baidu encyclopedia-compulsory education