Teaching is a means to impart social experience, and what is taught through teaching is the model, schema, general principles and standards of various relationships in social activities. This is a general narrative, focusing on the teaching content. Bruner, an American psychologist, believes that teaching is to improve students' understanding, transformation and transfer ability by guiding students to learn problems or knowledge systems step by step. This is a story about students' development. Whether it is a mathematics teaching theory constructed from the perspective of cognitive psychology or a mathematics teaching theory focusing on the future, mastering learning methods and displaying creative spirit, we must study the essence of mathematics teaching process, the principles of mathematics teaching, the development of teaching methods and means, and explore the scientificity, artistry and unity of mathematics teaching. In particular, it is necessary to adapt to the overall trend of the development of the information society and strive to promote the all-round, sustained and harmonious development of students. "Standard" points out: "Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students." It is emphasized here that mathematics teaching is an activity of teachers and students, which is of great significance for teachers to establish a correct concept of mathematics teaching. 1. The process of mathematics teaching is the process in which teachers guide students to carry out mathematics activities. The standard specifically puts forward that mathematics teaching is the teaching of mathematics activities. Under the guidance of math teachers, students should actively master math knowledge and skills, develop their abilities, form a proactive learning attitude, and make their body and mind develop healthily. Mathematical activities can be understood from the following two aspects. 1. Mathematics activity is the activity that students go through the process of mathematization. Mathematics activity is an activity for students to learn mathematics, explore, master and apply mathematics knowledge. Simply put, there should be mathematical thinking in mathematical activities. Mathematics activities are not ordinary activities, but activities that let students experience the process of mathematization. Mathematicization refers to the process that learners start from their own mathematical reality and draw relevant mathematical conclusions through their own thinking. In mathematics teaching, students' mathematics really refers to their existing experience and knowledge. When children learn to count by imitation, when they put two groups of concrete objects together and lead to the law of addition, this is essentially a mathematical process. 2. Mathematical activities are activities for students to construct their own mathematical knowledge. From the perspective of constructivism, mathematics learning refers to the activities of students to construct their own mathematics knowledge. In the process of mathematical activities, students interact with teaching materials (texts) and teachers to form mathematical knowledge, skills and abilities, and develop emotional attitude and thinking quality. Every math teacher must deeply realize that students are learning math, and students should become "builders" who actively explore knowledge, not just imitators. Teachers' teaching and students' learning should be reflected in students' learning. If you don't understand that students can construct their own mathematical knowledge structure and don't take students' teaching as the main body, there will be no good results. In fact, teachers' teaching always needs students to embody and implement, and students are absorbing, digesting, understanding, mastering and applying knowledge. Without students' active learning, no matter how well a math teacher speaks, there will often be a phenomenon of "the teacher has finished speaking, but the students still can't", which just shows from one side that teaching should play an important guiding role in guiding students to construct math knowledge, and the purpose of teachers' teaching work should be to guide students to construct math knowledge effectively. Second, the process of mathematics teaching is the process of interaction between teachers and students. Mathematics teaching is a process of "dialogue" between teachers and students around the "teaching text" of mathematics textbooks. In the process of teaching, teaching and learning are inseparable, and teaching needs "communication" and "cooperation". In the traditional sense, mathematics teaching only emphasizes the transmission of knowledge or skills, the teacher's control over teaching and the students' receptive learning. The classroom teaching mode is basically indoctrination and acceptance, and students basically listen, remember, practice and reproduce the knowledge taught by teachers. Students are completely in a state of passive acceptance. Teachers pay attention to how to accurately explain knowledge and conclusions to students. As long as students listen attentively, write down what the teacher said and answer the test paper accurately, they will complete the learning task. Therefore, teachers require students to listen, and "listening" and "practicing" have become the most important learning methods for students. It can be said that the traditional classroom has no basis for equal dialogue between teachers and students. In the process of mathematics teaching, teachers and students are the subjects of personality equality, and the teaching process is the process of equal dialogue between teachers and students. Teachers and students can have a dynamic dialogue, which includes knowledge and information, as well as emotions, attitudes, behavior norms and values, and the forms of dialogue are also various. It is through this kind of dialogue and communication that teachers and students realize the interaction between teachers and students in the classroom. It is precisely because the process of mathematics teaching is a learning process in which students explore, practice and think about relevant mathematics learning contents, so students should become the main body of learning activities, and teachers should become the organizers, guides and collaborators of students' mathematics learning activities. In teaching, teachers should first consider fully mobilizing students' initiative and enthusiasm, and guide students to observe, operate, compare, summarize, guess, reason and communicate in various forms. , so that students can master basic mathematical knowledge and skills through various mathematical activities, initially learn to observe things and think about problems from the perspective of mathematics, and generate desire and interest in learning mathematics. Teachers, while playing the role of organization and guidance, are students' collaborators and good friends, not condescending managers. These roles of teachers can at least be reflected in the following activities. First, teachers guide students to participate in learning activities. Teachers should mobilize students' learning enthusiasm and stimulate students' learning motivation; When students encounter difficulties, teachers should be an encourager and an inspiration; When students make progress, teachers should fully affirm their achievements and establish their self-confidence in learning; When learning reaches a certain stage, teachers should encourage students to review and reflect. Second, teachers should understand students' ideas, give targeted guidance, and play the role of "dispelling doubts"; Teachers should encourage different views and participate in students' discussions; Teachers should evaluate students' learning situation in order to make appropriate adjustments to their teaching. Thirdly, teachers should create a good classroom environment for students' learning, including emotional environment, thinking environment and interpersonal relationship, and guide students to carry out mathematics activities. In mathematics teaching, the process of students' constructing mathematics knowledge is the process of interaction between teachers and students. Teachers are organizers and guides, not just "problem-solving instructors"; In math class, teachers and students "capture" each other's ideas, and they have positive interaction. Teachers should take the initiative to understand students' thinking and pay attention to their learning process. Teachers should always inspire students to think in mathematics teaching: "How do you know this result?" Instead of just asking students to imitate and memorize. Teachers should understand students' real thoughts and take them as the actual starting point of teaching, provide a good environment for students' learning activities, and really play the role of a guide. Third, the process of mathematics teaching is the process of common development of teachers and students. The basic goal of mathematics teaching process is to promote the development of students. According to the basic concept of standards, students' development includes four aspects: knowledge and skills, mathematical thinking, problem solving and emotional attitude. In the process of mathematics teaching, these aspects of development are intertwined. To some extent, today's study is for students' desire and ability to acquire lifelong learning. Mathematics teaching should take development as the core, and students should learn to be human in the process of learning mathematics. Mathematical thinking plays an important role in students' mathematical learning. Without mathematical thinking, there is no real mathematics learning. Teachers should make students understand and master the basic methods of mathematical thinking, such as induction, analogy, conjecture and demonstration. Enable students to speculate and explain mathematics according to the existing facts, form the habit of "reasoning with evidence" and reflect on their own thinking process; Enable students to understand the thinking mode and reasoning process of others and communicate with others. The development of mathematical knowledge and skills is reflected in the development of students' mathematical literacy. Mathematics teaching shoulders the special task of cultivating students' mathematical literacy. Mathematics literacy has the characteristics of the times, and its content should keep pace with the times and change with the times. 100 years ago, mastering arithmetic skills was enough to be considered as having high mathematical literacy, but today's requirements for mathematical literacy are quite different from those in the past. With the development of computer technology, the importance and demand of mathematical operation skills have changed significantly, and mathematics learning has become more interesting. At the same time, some mathematical knowledge and skills are more important. As a person with mathematical literacy, he should not only know how to calculate, but also master a wider range of knowledge and skills, such as reading and processing data and information. 2. Teaching process promotes teachers' own growth. In teaching, teachers themselves have also developed. Mathematics teaching practice not only promotes the development of students, but also brings up a large number of excellent teachers. The only way for teachers to grow up is to constantly reflect on and study their own teaching practice and carry out creative teaching to make their teaching methods more suitable for students' development. Teaching is the unity of science and art, on the one hand, teaching must be based on a certain scientific basis. Because the fundamental task of teaching is to promote the all-round and full development of body and mind, and people's physical and mental development has its own laws, to complete the fundamental task of teaching, we must fully understand this development law. On the other hand, teaching is an art, and educators and educatees are human beings, which determines that teaching should involve people's emotions, spirits and values. The teaching process is full of conflicts between teachers and students and between students in cognition, emotion and values. Teaching is a creative activity. In the teaching process, teachers should be brave in practice, deepen their understanding of the laws of mathematics, and strive to form their own teaching art. The implementation of Standards provides a new stage for teachers' growth. Whether the new curriculum can be implemented smoothly, the urgent task is to deepen teachers' understanding of the new curriculum and let a large number of teachers grow up. The new curriculum also puts forward higher requirements for teachers' creativity. In the new curriculum, teachers will change from traditional knowledge givers to organizers, guides and collaborators of classroom teaching. According to the basic idea of the Standard, students' learning style will change, which puts forward new requirements for teaching. Teaching work is increasingly unable to find a universal model. Therefore, teachers must reflect and learn at any time in teaching work, and learn and create in practice in order to develop. In addition, the process of mathematics teaching is no longer the process of mechanically executing textbooks, but the process of teachers and students starting from reality and using a wider range of curriculum resources to jointly develop and enrich the curriculum. Teaching has truly become a personalized creative process for teachers and students. The new curriculum calls for creative teachers, and the new era will also bring up a large number of excellent teachers.