The Misunderstandings Of High School Mathematics New Curriculum Implementation In The Process And Countermeasure Research

Our country high school new curriculum standard development started in2000，Inearly2003the Ministry of Education formally approved the" ordinary high schoolmathematics curriculum standards" In the fall of2004, Ningxia, Hainan, Shandong,Guangdong Province as the first batch of four countries to participate in the highschool new curriculum as experimental provinces (city, municipality). Anhui,Zhejiang, Fujian and other10provinces also started the implementation of the newcurriculum standards in2006.All provinces which didn’t start the implementation ofnew curriculum reform in Senior High School started the reform in2009. With thedevelopment of high school new curriculum reform, the author deeply realized thehigh school mathematics new curriculum reform had brought big changes to ourteachers and students. Much teacher study harder than before. The relationshipbetween teachers and students is more and closer. Students are also more active.Autonomous learning, inquiry learning in the classroom is gaining more and morepopularity and promotion. But the high school mathematics new curriculum reformhas brought us a lot of confusion and misunderstanding. According to the high schoolmathematics new curriculum classroom teaching mode exploration survey andanalysis，the author found certain errors in the implementation of the new curriculumreform process. According to certain teaching methods and learning methods, theauthor profound reflection on Mathematics Teachers’ teaching behaviors and students’learning situation. And analyzed the causes of these errors. In order to promoteteacher to grasp the new textbook, and understand the new curriculum idea, Improveeducation and teaching behavior and effect of classroom teaching and students’ levelof participation and learning efficiency and the teaching level and teaching effect, theauthor puts forward the countermeasures and suggestions.