Quality-oriented education requires mathematics teaching to pay more attention to students' dominant position, the infiltration of mathematical ideas, the development of intelligence and the cultivation of ability, and the role of non-intellectual factors. With the in-depth development of education reform, in the process of transition from exam-oriented education to quality education, the most important issue is to clarify the difference between traditional exam-oriented education and modern quality education: the former is selection education, and the latter is elimination education; The latter pays attention to all-round development and emphasizes students' active learning. So how to achieve this goal, I think students' dominant position should be highlighted and reflected in mathematics classroom teaching. In classroom teaching, we strive to fully reflect the students' "subject" status, breaking the traditional teaching process in which teachers are "protagonists", a few students who study well are "supporting actors", and more students are "actors" at best, even audiences or listeners, so that more students can become the main body of learning and all students have the opportunity to perform on stage, concentrate and gain something. So, how to truly realize this teaching principle in classroom teaching? Now I will talk about my own curriculum reform experiment. First, create conditions to stimulate interest. In class, it is a good teaching method to create conditions for students to speak on the platform as much as possible. In the process of students' lectures, teachers listen carefully and put forward opinions in a timely and effective manner. For example, when I was teaching the Understanding of Cubes, after I finished the Understanding of Cubes, the assignment was to preview the Understanding of Cubes and prepare for the next class (including learning tools). At the beginning of this class, the students scrambled to talk about this topic. I called a middle school student first. The students took a self-made cuboid and cube in their hands and went to the podium and said, "A cube is a three-dimensional figure surrounded by six squares, with 12 sides, eight vertices and six faces." Then guide the students to ask questions he doesn't understand. Pupils are particularly curious. It's all positive thinking. I want to ask a question, which stumbles him. Later, several students asked several questions, and he answered them one by one, explaining them clearly. Finally, I asked the students who didn't have the chance to go to the podium to explain in their group. In this class, everyone's learning atmosphere is particularly strong. From beginning to end, students are paying attention, thinking positively and gaining something from each other. This not only trains students' logical thinking ability and independent problem-solving ability, but also improves students' language expression ability. Second, from easy to difficult, step by step, the examination of questions is one of the most effective training questions in the training of good questions. Let students speak, requiring them to have strong logical thinking ability and language expression ability, and achieve this goal through the training of judging questions. For example, let students judge that "2 is the smallest natural number", and students will say, "Wrong, 0 is the smallest natural number, and 2 is not." Teachers should guide students to say that "because the minimum natural number is 0, it is not 2, so 2 is the minimum natural number is wrong". Or: "Although 2 is a natural number, the minimum natural number is 0 instead of 2, so it is wrong that 2 is the minimum natural number". In this way, the training of related words is naturally interspersed in the course of lectures, which improves students' logical thinking ability, language expression ability and judgment ability. In addition, we should do a good job in the combination of "three studies", that is, preview before class (feeling) → classroom practice (understanding and talking about topics) → review after class (expanding and compiling topics). First, students are required to preview before class. Through preview, students will have a general understanding of what they want to talk about, and what they know and what they don't know will form doubts. In this way, when the teacher is in class, students will pay attention to what they don't understand, and also pave the way for students to ask questions. Let students talk about topics and accept teachers' guidance as much as possible in class exercises, so as to further deepen their understanding of what they have learned; In the review and homework after class, it is even more necessary to give some good students opportunities to compile questions, so that they can expand their knowledge and apply what they have learned. Third, for all categories, classroom teaching objectives should be hierarchical and targeted, and the weight of training should be increased in classroom practice. Generally speaking, exercises are generally divided into basic exercises, such as "do one thing" at the back of the textbook, which can make students with poor learning foundation say and do; Variant exercises, such as those in textbooks, let students with general learning basis say and do; Comprehensive exercises, such as those with an asterisk in the textbook, are for students with good learning foundation to say and do. In this way, all students will actively participate in classroom teaching activities, which truly embodies the teaching principle of "taking teachers as the leading factor, students as the main body and training as the main line". The above is my own attempt to design classroom teaching reform with students as the main body, which needs continuous exploration and improvement. But I think there is a basic point that needs to be determined, that is, teachers really need to be concise. I believe it will play an active role in mathematics classroom teaching.