Wang Shangzhi, a professor at Capital Normal University, and Liu Qingyan, a researcher at Fengtai District, Beijing, mainly discussed the basic concepts and curriculum objectives of standards. The revised draft integrates the original six basic concepts into five now. The first is the general outline of the standard, the core of which is: "Everyone can get a good mathematics education, and different people can get different development in mathematics." The following four items can be regarded as the concrete interpretation of the general program. The second item determines the principles and organizational forms of mathematics learning content; Article 3 expounds the basic requirements of "teaching" and "learning"; Fourth, learning evaluation, with special emphasis on a comprehensive understanding of students; Article 5 reflects the characteristics of the times and attaches importance to the integration of information technology and curriculum. It is of extensive and profound significance to receive a good mathematics education, which is the goal of all students to learn mathematics and also the requirement for mathematics educators. Mathematics education for everyone is not only a basic requirement, but also a necessary requirement. The basic function of compulsory education is to let all school-age children receive a good education and prepare for becoming qualified citizens. It is in this sense that a good math education is necessary. An important value of mathematics education in compulsory education stage lies in cultivating students' mathematics literacy. Good mathematics education should not only make students understand and use some mathematical concepts and master some mathematical methods, but also let students feel some basic ideas of mathematics and accumulate some experience in mathematical thinking activities and practical activities. For example, students should have certain abstract ability and logical reasoning ability, because these abilities are indispensable in life and work in modern society. In order to realize this educational idea, we must determine the objectives, contents and methods of the corresponding courses and change the traditional training mode. The original six core concepts are expanded to 10, and some adjustments are made in the specific expression. These core concepts include: number sense, symbol consciousness, space concept, geometric intuition, data analysis concept, computing ability, reasoning ability, model thinking, application consciousness and innovation consciousness. In fact, it is not accurate to call all the above words "concepts", because what these words want to express does not exist objectively, and it is even difficult to clearly express the connotation of these words, so these words themselves are not uniformly and accurately expressed in the standard (revised draft). The reason why the Standard (revised edition) puts forward these words is to express the way of thinking to understand a kind of mathematical concepts, and it is very important to grasp these ways of thinking correctly for understanding related mathematical concepts. The Standard (Revised Draft) elaborates on every core concept, hoping that textbook writers and front-line teachers can better grasp the course objectives and understand the course content more clearly. With regard to the mathematics curriculum objectives, the standard (revised version) has improved the curriculum objectives on the basis of several years of practice, highlighting the following characteristics: 1. From "two basics" to "four basics" Clearly put forward the "four basics". The revised standard clearly points out that students can "gain the basic knowledge, skills, ideas and experience of basic activities of mathematics necessary for adapting to social life and further development" through mathematics learning in compulsory education stage. Basic knowledge and basic skills are called "double bases", which are the traditions and advantages that China's mathematics education has always attached importance to, and should be maintained and given new ideas in the reform of mathematics curriculum. Mathematics teaching should pay special attention to basic ideas and basic activity experience, which is an important symbol of mathematics literacy, not only the needs of students' current study, but also the needs of students' future development. "Four Basics" can be regarded as a concentrated expression of students' obtaining a good mathematics education. 2. From emphasizing "analyzing and solving problems" to proposing "discovering, asking, analyzing and solving problems". Clearly put forward and emphasize the cultivation of the ability of "finding and asking questions". It emphasizes that students find and ask questions in specific situations and improve their ability to analyze and solve problems. Finding and asking questions is the concrete embodiment of students' mathematical problem consciousness. It is important to analyze and solve problems, find and ask questions, and cultivate students' innovative consciousness. Problem solving is an important form of contemporary mathematics education. The Standard (Revised Edition) changed the "problem solving" in the original overall goal to "problem solving" in order to pay more attention to the cultivation of students' problem awareness and the improvement of their comprehensive ability to solve problems. For the accuracy of expression, the standard (revised draft) uses behavioral verbs to describe the result goal and process goal as much as possible in the expression of subsection goal and course content. For a better understanding, the standard adds a large number of cases in the appendix. The above is the outline of the second module for your reference. We will also provide specific cases to illustrate these ideas. We especially hope that the teachers participating in the training will contribute their own experiences and cases, study the mathematics curriculum standards in depth, and put what they have learned into practice.