What are the main differences between the experimental draft of the full time compulsory education m

1. Facing all students means that teachers should respect every student and provide equal learning opportunities for every student, so that all students can improve and develop at the original level through the learning of biology courses.

Respect for every student, especially those with special personalities, poor academic performance, disadvantaged family conditions and frequent mistakes. Because the students have different backgrounds and different starting points. Therefore, this determines that the way and depth of their understanding of life when it comes to biological problems will be different, with students with a good level understanding earlier and students with a poor degree likely to understand it later.

In the past, we've overlooked that. Today we must re-examine our education and recognize the differences in the direction of development, the rate of development and the ultimate level of development of each student, on the basis of full respect for the right of each student to development. In the process of teaching, teachers should also pay attention to and protect their enthusiasm and initiative in learning, and should provide them with more learning opportunities, so that every student has the opportunity to succeed in learning and practice.

At the same time, it is also necessary to provide a wider learning space for those students who are excellent in learning, have the ability to exceed the standard requirements, and can go further to study, and strive to ensure that all students go through friendship or compulsory education.

At this stage of learning, there should be opportunities and through a variety of learning paths to achieve the level of understanding and knowledge specified in the "Full-time Compulsory Education Biology Curriculum Standards (Experimental Draft)" hereinafter referred to as the "Standards", so that they can be improved and developed at the original level.

Second, being open to all students means that the content of the curriculum should be diverse and should meet the needs of students at different levels.

The objectives of the curriculum are clearly defined in the Standards.

and content standards, it is a very important issue for teachers to choose course content based on these objectives. One of the fundamental questions to be considered when choosing curriculum content is what knowledge content, skills, teaching activities and learning experiences can be selected to better adapt to the characteristics of the students in the region and the school, and to achieve the set curriculum objectives.

The Curriculum Standards put forward six basic concepts, which mainly reflect the overall goal of mathematics education to focus on student development, and the two basic strategies to achieve this goal.

Specifically, it is manifested in the following aspects:

1) Mathematics curriculum objectives with a focus on human development.

1.Everyone learns valuable mathematics.

2.Everyone has access to the necessary mathematics.

3.Different shouters develop mathematically differently.

2. Hail learned) to change the structure and presentation of mathematics curriculum content.

1 Mathematics education for all students should be what students need in the future, have a realistic background, be interesting and provocative.

3) Improve the way mathematics is learned and evaluated.

1. Advocate meaningful learning: independent exploration, hands-on practice, cooperation and communication, and innovation.

2. Implement a pluralistic and diversified evaluation method.

The Mathematics Curriculum Standards for Full-time Compulsory Education divides the content of the compulsory education mathematics curriculum into four areas: number and algebra, graphics and geometry, statistics and probability, and practical and comprehensive application.

The Mathematics Curriculum Standards for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the "Standards") comprehensively considers the curriculum content of the nine-year curriculum; At the same time, according to the physiological and psychological characteristics of students' development, the nine-year learning period is divided into three sections: the first period (1 3 grades), the second period (4 6 grades), and the third period (7 9 grades), and the specific goals and contents are put forward for different stages.

The content has been increased or decreased, and more attention has been paid to the basic, popular, and developmental nature, which more prominently reflects the students.

The subjectivity of the student is put forward for the all-round development of the student, the personality development of the student, and the sustainable development of the student, which increases the reform requirements for classroom teaching, adjusts the classroom teaching objectives, adjusts the teacher-student relationship in teaching, adjusts the teaching method and learning mode in teaching, adjusts the presentation of teaching content, and emphasizes the role of practice and synthesis!

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b. Mathematics courses should be oriented to all students Compulsory education is an education for all students, and the mathematics courses in the compulsory education stage should not be aimed at cultivating mathematicians and cultivating a few elites, but should be oriented to all students, so that every student can get general development. The Standards clearly point out that "the mathematics curriculum in the compulsory education stage should highlight the basic, universal and developmental nature, so that mathematics education is oriented to all students, so as to achieve: everyone learns valuable mathematics; Everyone has access to the necessary mathematics; Different people develop differently in mathematics.

2. Mathematics is a part of human life The Standards point out that mathematics is a tool of human life; Mathematics is the language that humans use to communicate; Mathematics is the foundation of all major technological developments; Mathematics empowers people to be creative; Mathematics is a culture of humanity, and so on.

3. Mathematics learning should include "process" Mathematics is a process in which people qualitatively grasp and quantitatively characterize the objective world, gradually abstract and generalize, form methods and theories, and apply them extensively. The content of the mathematics curriculum should be conducive to students' active observation, experimentation, guessing, verification, reasoning and communication. The Standards point out that "hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics", and "students' mathematics learning activities should be a lively, active and individualized process."

4. The Positioning of the Role of Teachers and Students in Mathematics Teaching Activities "Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. "Mathematics teaching activities must be based on students' cognitive development and prior knowledge and experience. ”。

5. Evaluation of Mathematics Education Should Contribute to Promoting Students' Learning and Improving Teachers' Teaching "The main purpose of evaluation is to have a comprehensive understanding of students' mathematics learning process, motivate students' learning and improve teachers' teaching", "Evaluation should pay attention to students' learning results, and more importantly, to their learning process".

6. Integration of Mathematics Curriculum with Modern Information Technology "The integration of information technology and curriculum is a new perspective on the reform of basic education and teaching in China in the 21st century. The Standards point out that "the design and implementation of mathematics curriculum should pay attention to the use of modern information technology" and "use modern information technology as a powerful tool for students to learn mathematics and solve problems".

The standard experimental textbook of the compulsory education curriculum is the people's education version.

The People's Education Edition is the textbook of the People's Education Edition, and the textbooks published by the People's Education Publishing House are referred to as the People's Education Edition. This version of the textbook is available from elementary to high school. It is also the textbook used in most schools.

The "People's Education Edition" is generally in terms of the meaning of textbooks, which is relative to the textbooks published by other publishing houses. For example, the textbooks published by the Changchun Publishing House are called the "Changchun Edition", the textbooks published by the Guangdong Education Publishing House are called the "Cantonese Education Edition", and the textbooks published by the Shanghai Education Publishing House are called the "Shanghai Education Edition". It can be seen that the so-called "people's education" refers to the "People's Education Publishing House", and the so-called "edition" refers to the textbook version, not the "edition" of the "publishing house".

Therefore, the "People's Education Edition" refers to the version of the textbook published by the People's Education Publishing House. For example, in China's primary and secondary education guidance newspapers, "Chinese Language Newspaper", "Middle School Student Learning Newspaper", "Xueyuan New Newspaper" and so on all have different editions of teaching and auxiliary newspapers, such as the syllabus version of human education, the standard edition of the new curriculum of human education, etc. The names of these two editions are newspapers that accompany the textbooks published by the People's Education Publishing House, and they are the names of the editions before and after the new curriculum reform.

With the deepening of the new curriculum reform, the former gradually withdrew from the historical stage, and the latter was unified as the Renjiao version.