What is the basic guiding ideology for the compilation of primary school mathematics?

The compilation of primary school mathematics is based on mathematical thinking and methods, which are the basic basis for students to understand things and learn mathematics, and are the core of students' mathematical literacy. Mathematical thinking methods are the guiding ideology and basic strategies for dealing with mathematical problems, and they are the soul of mathematical learning. Mathematical thinking methods are gradually understood with the development of students' knowledge and thinking, and the perception of mathematical thinking methods is accumulated in students' mathematical activities.

The infiltration of mathematical thinking methods in teaching can enable students to consciously transform mathematical knowledge into mathematical ability, and finally transform it into creative ability through their own learning. This is essential for learning mathematics, developing abilities, developing intelligence, and cultivating the ability to innovate.

Thinking outside the box is the starting point.

It plays a role in children's mathematical enlightenment and intellectual development.

1. The idea of naturalization is to reduce a practical problem to a mathematical problem through a certain transformation, and to transform and reduce a more complex problem to a simpler problem;

2. The idea of combining numbers and shapes is to make full use of "shapes" to vividly represent a certain quantitative relationship, that is, to help students correctly understand the quantitative relationship by making some line diagrams, tree diagrams, rectangular area diagrams or set diagrams, so that the questions are concise and intuitive;

3. Transforming thinking is the idea of transforming from one form to another, such as the same solution transformation in solving equations, the propositional equivalence transformation in laws and formulas, the equal area transformation in geometric shapes, and the inverse transformation in understanding mathematical problems.

4. Combining ideas, lifting this is to group the objects under study reasonably, and solve them one by one without repeating or omitting various situations that may occur.

The "basic ideas of mathematics" mentioned in the "Mathematics Curriculum Standards" mainly refer to:

Mathematical (abstract) ideas, mathematical (reasoning) ideas, mathematical modeling ideas.

In the process of actively participating in teaching activities, students gradually understand mathematical ideas through independent thinking, cooperation and communication.

Overall objectives. Through the study of mathematics in compulsory education, students are able to:

1.Acquire the basic knowledge, basic skills, basic ideas, and basic activity experience of mathematics necessary for adaptation to social life and further development.

2.Experience the connection between mathematical knowledge, between mathematics and other disciplines, and between mathematics and life, use mathematical thinking to think, and enhance the ability to find and propose problems, analyze and solve problems.

3.Understand the value of mathematics, improve the interest in learning mathematics, enhance the confidence to learn mathematics well, develop good study habits, and have a preliminary sense of innovation and a scientific attitude of seeking truth from facts.

Features of the New Curriculum Standards for Primary Mathematics:

This part of the current outline of numbers and algebra mainly focuses on the operation of numbers, algebraic formulas, equations, and functions, and the "Standards" have made great reforms to this

1. Pay attention to the meaning of numbers and symbols and the perception of numbers, and appreciate the role of numbers in representation and communication. By exploring the meaning of rich problem scenario development operations, on the premise of maintaining basic pen arithmetic training, it is emphasized that reasonable and simple calculation methods and calculation methods can be sought according to the problem conditions, estimation is strengthened, calculators are introduced, and algorithm diversification is encouraged.

2. For application problems: the selection of materials emphasizes reality, interest and explorability; Diverse forms of subject matter presentation (**, graphics, comics, dialogues, texts, etc.); Emphasis on the selection and judgment of information materials (redundant information, insufficient information); diversification of strategies to solve; The answer to the question can not be unique; Downplay the types of artificially developed application problems and their solution analysis.

3. To enable students to initially understand that mathematics can discover, describe, and analyze a variety of patterns in the objective world, and grasp the changes of things and the relationships between things; Initially develop students' symbolic awareness, learn to use symbols to express some basic relationships in real problems, and initially carry out symbolic operations.

4. Understand that equations and functions are powerful tools to depict the real world, effectively represent, process, communicate and transmit information, and are important means for the development of things and the development of things.

The highest principle. Four cardinal principles.

Do your own research and naturally draw conclusions.

Effective Methods for Teaching Mathematics in Primary Schools:

1. Let students master basic learning methods and develop good study habits;

2. Guide students to actively participate in learning and learn mathematical thinking methods;

3. Teach students how to solve problems;

4. How to read to students;

5. Let students master the operation methods;

6. Make students form a good habit of questioning and daring to ask questions;

7. Teach students to organize the knowledge context and summarize the learning process;

8. Teach students to communicate in mathematics;