Interpretation of junior high school mathematics curriculum standards in compulsory education (20 1 1 version) (revision of junior high school mathematics basic curriculum concept in Zhejiang Education Department) 1. Revision of basic curriculum concept 1. Xu Fenying 2. Combining "mathematics learning" with "mathematics teaching", this paper expounds the characteristics of mathematics teaching activities as a whole. The performance is: "Teaching activities are a process of active participation, interaction and common development between teachers and students. Effective mathematics teaching activities are the unity of students' learning and teachers' teaching. Students are the main body of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. " Revision of design ideas II. Modify the design idea 1. The course contents such as number and algebra, graphics and geometry, statistics and probability, synthesis and practice are clearly expounded. 2. Change "space and graphics" to "graphics and geometry" and "practice and comprehensive application" to "synthesis and practice". Eight key words such as number sense, symbol consciousness, operation ability, model thinking, space concept, geometric intuition, reasoning ability and data analysis concept are established and described. And elaborated "application consciousness" and "innovation consciousness" in detail. Revision of curriculum objectives. Revision of course objectives 1. Clearly put forward the "four basics", namely, basic knowledge, basic skills, basic ideas and basic activity experience. 2. Propose the ability to find and ask questions: On the basis of the original ability to analyze and solve problems, further propose to cultivate students' ability to find and ask questions. 3. Improve the description of some specific goals: for example, clearly point out that students should develop "serious and diligent study habits, independent thinking, cooperation and communication, reflection and questioning". 4. Standardize some terms of curriculum objectives. And use these terms for the purposes of this section. Course content (content standard) IV. Revision of course content (original content standard) Course content 1 ... The contents and requirements of number and algebra, graphics and geometry, statistics and probability, and integration and practice are appropriately adjusted, and some course objectives are expressed by using the provisions of course objectives. 2. From the overall structure, some changes have taken place in the field of "Geometry and Graphics", while the structures of the other three fields remain basically unchanged. Geometry and graphics. The structural changes are as follows: the experimental draft is changed from four aspects: graphic understanding, graphics and transformation, graphics and coordinates, graphics and proof to three aspects: graphic nature, graphic change, graphics and coordinates. 3. The changes of some specific contents in the four fields are mainly manifested in the following aspects: first, some items have been deleted; second, some contents have been added (including mandatory and optional contents); third, there are different requirements for the same contents (including different degrees and further refinement of requirements), as follows. (1) Delete Content Delete Content ▲ In the field of "Numbers and Algebra", some contents have been deleted. For example: ① understanding and application of "large numbers"-"information containing large numbers can be reasonably explained and inferred" (experimental draft P 31); ② Requirements for significant figures-"Understanding the concept of significant figures" (experimental draft P32); (3) Requirements for linear inequalities of one variable-"We can list linear inequalities of one variable according to the quantitative relationship in specific problems. Solving Simple Problems (experimental draft P33) ▲ In the field of "graphics and geometry" (experimental draft is "space and graphics"), the main contents and requirements to be deleted are as follows: ① Relevant requirements on isosceles trapezoid (experimental draft P39, P43); ② Exploring and understanding the positional relationship between circles (experimental draft P39); ③ About shadows, viewpoints, visual angles, blind spots, etc. And the appreciation of snowflake curve, Mobius band and other graphics (experimental draft P40) ④ Requirements for mirror symmetry (experimental draft P4 1) ▲ Extreme value range and frequency line chart deleted from Statistics and Probability (2) New contents ▲ Compulsory contents in Numbers and Algebra, as well as optional contents. ① Know the meaning of | a | (where a stands for rational number). ② The concepts of the simplest quadratic root and the simplest fraction. ③ A quadratic form and a linear form can be multiplied by simple algebraic expression multiplication operation. ④ We can use the discriminant of the root of a quadratic equation to judge whether an equation has real roots and whether two real roots are equal. ⑤ You will use the undetermined coefficient method to determine the analytical expression of a linear function. In addition, in the revision of this standard, the contents of elective courses are added by marking "*", as follows: * ⑤ Solving a linear equation with one variable *⑦Understanding the relationship between the roots and coefficients of a quadratic equation with one variable * ⑧ Knowing the coordinates of three non-collinear points can determine a quadratic function ▲ In the field of "Geometry and Graphics", the added contents include both compulsory courses and elective courses. ① We can compare the sizes of line segments, understand the sum and difference of line segments, and the significance of the midpoint of line segments; ② We can understand that two lines parallel to the same line are parallel; ③ We can classify triangles according to the relationship between side lengths and the size of angles; ④ Can understand and prove the diagonal complementation of quadrilateral inscribed in a circle; ⑤ We can understand the concept of regular polygon and the relationship between regular polygon and circle; ⑤ Ruler drawing: Make a vertical line with a known line after passing a point; It is known that the right and hypotenuse are right triangles; Draw the circumscribed circle and inscribed circle of the triangle; The following requirements for making inscribed squares and regular hexagons of a circle are quasi-selected contents: quasi-selected contents * ⑦ Proof of the property theorem of parallel lines * ⑧ Exploration proves the vertical diameter theorem: the diameter perpendicular to the chord bisects the two arcs opposite to the chord * ⑨ Exploration proves the tangent length theorem: the length of two tangents drawn by the circle at a point outside the circle, etc. * attending the proof of understanding the judgment theorem of similar triangles (3) What changes have been made in the requirements (omitted) 4. In the field of synthesis and practice, the requirements of the experimental draft are basically maintained, such as: going through the process of abstracting from practical problems to mathematical problems and solving them, understanding the relationship between mathematical knowledge, and so on. In addition, more specific requirements are put forward, such as: reflecting on the whole process of participating in the activities, forming reports or essays on the research process and results, exchanging results, summing up the gains from participating in mathematical activities, and further accumulating experience in mathematical activities. This makes the study of integration and practice more operable. Modification of the implementation plan V. Modification of the implementation plan The implementation plan was changed from the original statement by study section to the overall statement of three study sections to avoid unnecessary repetition. Modification of embodiment VI. Modified examples added some examples to help teachers understand and clarify the confusion. Moreover, for most examples, not only the requirements of the examples themselves are put forward, but also the design ideas and teaching process suggestions of the examples are put forward, which is beneficial for teachers to understand the course content, experience mathematical ideas and implement teaching. Seven. Add the "explanation of terms" in the appendix, and the examples and implementation suggestions in the course content are unified in the appendix, which are appendix 1 and appendix 2 respectively. The examples are numbered uniformly, which is convenient to find and use.