What are the basic requirements of "double basics" education in junior high school mathematics?

How to strengthen the double-base teaching of junior middle school mathematics? Quality education emphasizes the formation of foundation and the cultivation of ability. Therefore, it is the need of quality education to strengthen basic teaching so that students can form a solid mathematical foundation and basic ability. Then, in the process of implementing quality education, how to strengthen the "double basics" teaching of junior high school mathematics? The author briefly discusses the following viewpoints: strengthening the understanding of "double basics" under the new curriculum reform and the connotation of "double basics" under the new curriculum reform. "Double-base mathematics teaching" is a kind of inheritance of China traditional culture, and "Double-base mathematics teaching" represents a teaching concept, a characteristic and a trend. It is only a part of Chinese mathematics education. Although it is a very important part, we can't equate "double-basic mathematics teaching" with mathematics teaching in China. "Double-base mathematics teaching" can be regarded as a theory of "laying a good foundation of mathematics", and its starting point is: laying a good foundation of mathematics; Integrate educational goals and foundations such as exploration, discovery and creation. Characteristics of double basic mathematics teaching in junior middle school. Pay attention to the systematization of knowledge. For each chapter, the knowledge content and teaching objectives of each unit are elaborated in detail. Generally, teachers instruct students to draw a knowledge structure map, and each knowledge has several detailed explanations. In most cases, teachers chew the knowledge carefully and then teach it to students. Attach importance to the transfer of knowledge, introduce new knowledge from old knowledge and attach importance to the connection between old and new knowledge in mathematics content. Attach importance to problem-solving teaching. Mathematics teaching in middle schools in China is basically based on problem-solving teaching. There are many reasons for this. In teaching, students should master a certain problem-solving mode, form a certain routine, and classify and analyze problems as carefully as possible. The teacher's philosophy is to let students "see more and understand more". Pay attention to the practice process, consolidate the practice in time in teaching, including in-class practice, extracurricular homework, supplementary homework outside the textbook, unit exam, semester exam, etc. It is generally believed that students in China have strong ability to solve problems in writing.