1. The mathematics teaching process under the new curriculum is an organic combination of various elements. The simplest understanding is "teaching" and "learning", and it can also be understood as "teachers teach students to learn" or "teaching students to learn" and "promoting learning through teaching". After all, "teaching" is for "learning". Under the new curriculum, mathematics teaching process is an important way to achieve the curriculum objectives, which highlights the cultivation of students' innovative consciousness and practical ability. Teachers are the organizers and guides of mathematics teaching process. The new curriculum requires teachers to design teaching objectives, choose curriculum resources, organize teaching activities, use modern educational technology and participate in school curriculum development. They must take quality education as the center, face all students at the same time, teach students in accordance with their aptitude and carry out teaching creatively. Under the new curriculum standards, teachers are also required to learn, explore and actively use advanced teaching methods to continuously improve their professional ethics and professional level. The new curriculum standard also holds that students are the main body of mathematics teaching process, their development is the starting point and destination of teaching activities, and students' learning should be an important way to develop their minds and form a sound personality. Therefore, the process of mathematics teaching is that teachers let students adopt learning methods such as mastering, accepting, exploring, imitating and experiencing according to different learning contents, so that students' learning becomes an active and personalized process under the guidance of teachers. The new curriculum standard holds that textbooks are an important medium in the process of mathematics teaching. Teachers should use teaching materials flexibly and creatively in the process of mathematics teaching according to curriculum standards, make full use of diversified curriculum resources including teaching materials and school-based resources, and expand students' development space. Secondly, the core element of mathematics teaching process under the new curriculum standard is the communication and exchange between teachers and students. Under the new curriculum standard, the core elements of mathematics teaching process are to strengthen communication and exchange between teachers and students, advocate teaching democracy, establish equal and cooperative teacher-student relationship, create a good atmosphere for students' cooperative learning, and create favorable conditions for students' all-round development and healthy growth. Therefore, the process of mathematics teaching is an interactive process of communication and development between teachers and students, which is bound to be two-way, not one-way. Because teaching activity is a special cognitive process, the emotional communication between teachers and students directly affects the teaching effect. In the process of mathematics teaching, discussion is an important method of emotional communication. The discussion between teachers and students and between students is an effective way for students to participate in the process of mathematics teaching and actively explore knowledge. The new curriculum standard requires that teaching should organize students to fully discuss according to the teaching objectives, and evaluate, feedback and encourage each other with a positive attitude. Only in this way can we give full play to collective wisdom and carry out cooperative learning, thus achieving good teaching results. I think one of the superb teaching arts of teachers under the new curriculum standard lies in mobilizing students' positive emotions, making them change from objects to subjects, and making them actively, purposefully and actively participate in teaching activities. Mathematics without life will only be "water without a source, wood without a root." Therefore, we are required to make full use of life materials in mathematics teaching, actively create problem situations, create an inspiring and exploratory learning environment, and provide students with free development learning space. Let me talk about how to create problem situations in mathematics teaching. Thirdly, the perfect realization of mathematics teaching process under the new curriculum standard lies in the full understanding and trust of teachers and students. The new curriculum standard requires teachers to fully understand and trust students in mathematics teaching. Understanding is the premise of education. In teaching, teachers should understand students' inner world, experience their personal feelings and understand their situation. Respect students, understand students and love students. As long as you are full of love for students, I believe that students will develop in a healthy and upward direction. Because "education is rooted in love (Lu Xun's language)". "Smart teachers always follow the students; Ignorant teachers always stand in front of students. " Based on the above viewpoints, teachers should carefully understand students' ideological reality and existing cognitive level before class, especially the existing level related to new knowledge; Know what they are thinking and feeling. On the basis of correctly understanding the teaching materials and students, design dual teaching plans: prepare teaching objectives and learning objectives; Prepare teaching methods, but also prepare to learn methods; Prepare for teaching; Prepare for teacher activities and student activities. As the educator Mr. Tao Xingzhi said: "The responsibility of teachers is not to teach, but to teach students to learn. The method of teaching must be based on the method of learning. " In the past, our teachers often didn't trust the students' ability, and they were always afraid that the students wouldn't understand and remember. Therefore, teachers talk too much and repeat too much in class, and students don't have many opportunities to talk. In fact, "saying" is only superficial, and there is no depth to say. Teachers' lecture-style mathematics teaching process takes up students' time to express their views, making teachers become soloists in class, while students are just listeners and bystanders, which greatly deprives students of their subjective status. In fact, students don't walk into the classroom empty-headed. Before entering the classroom, every student's mind is full of different experiences and accumulations. They have their own views and understanding of the problem and want to express it and say it. Chekhov once said: "Children need to communicate. They really want to express their ideas and want to talk to the teacher. " This requires teachers to change their ideas under the new curriculum standards, actively create questions that can arouse students' desire to answer, be close to students' lives, give students the opportunity to fully express their views and real ideas, and change "one word" into "group words". Of course, as the organizer of teaching, teachers should not "herd sheep", but also give necessary guidance where students don't speak completely and understand enough. In previous teaching, teachers underestimated students' learning potential when talking about some important and difficult points, so teachers arranged more, and reasoning took up a lot of valuable learning time for students. Even if students are allowed to teach themselves, they will go from "helping" to "helping" and then "letting". Mr. Ye Shengtao said: "Teachers, the cover is to guide and inspire." In other words, a teacher can't "take over" as a mentor and a teacher can't "fill the duck" as inspiration. Therefore, the new curriculum standards require teachers to be "defiant", regard themselves as instructors, promoters and helpers of teaching, and "take students to learn knowledge" instead of "take knowledge to learn students". Based on this, teachers can adopt the teaching form of "group cooperative learning" in class, with the cooperative activities of group members as the main body. Students discuss, evaluate, listen and encourage each other in the group, strengthen cooperation and exchange among students, and give full play to the wisdom of the student group after running-in, which will greatly expand students' thinking space and improve their autonomous learning ability. In addition, the teacher stepped off the platform and participated in the students, so as to know and feedback the latest progress of the students' current study in time. It doesn't matter if students have problems. This is the starting point of teaching and the best opportunity for teachers to "instruct" and "guide". Through students' cooperative learning and teachers' guidance, inspiration and help, students will surely become the real masters of the classroom. In order to make students truly become the masters of the classroom, in the process of mathematics teaching, teachers don't have to answer students' questions directly and in detail, but only need to give students appropriate inspiration and tips, so that students can use their hands and brains to find answers, thus gradually cultivating students' autonomous learning ability and forming good self-study habits. Teachers should do three "noes" in class: students can say it themselves, but teachers don't say it; Teachers don't talk about what students can teach themselves; Teachers don't teach students what they can do. Provide students with as many opportunities as possible to know themselves, feel themselves and experience themselves, so as to improve their mathematical understanding, stimulate their mathematical emotions and promote their mathematical level. Fourthly, the process of mathematics teaching under the new curriculum standard emphasizes the organization and coordination of teachers. Under the new curriculum standard, teachers are no longer simply imparting knowledge, but helping students absorb, select and sort out information, guiding students to manage the cognitive achievements that human beings have formed and developed, and encouraging them to develop on the basis of inheritance; Teachers are not only scholars, proficient in their own subject knowledge, but also mentors for students, guiding them to develop their own personality, urging them to participate in themselves, learn to survive and become adults. Teachers' work is no longer a mechanical repetition or a rigid lecture in class. Instead, we host and carry out various cognitive learning activities, and teachers and students participate in exploring the magical world of mathematics. Teachers under the new curriculum standards are no longer the only source of students' knowledge, but the organizers and coordinators of various sources of knowledge. They let students go out of school and feel the culture of society and the whole education. It can be said that promoting the development of people, culture, science and technology, and social production are the fundamental tasks of mathematics teachers under the new curriculum standards. Piaget, a famous psychologist, believes that "scientific knowledge is always developing and is a process of continuous construction and reorganization". The teaching view of the new curriculum standard just accepts this dialectical understanding, and regards the learning process as a series of information processing processes, a process of reorganization and expansion of students' cognitive structure, rather than a simple process of knowledge accumulation. Therefore, in the process of scientific mathematics teaching, we should pay attention to the construction of students' cognitive structure, and guide students to gradually form scientific ways of thinking and habits in the process of showing the generation and development of knowledge, so as to develop various abilities. Teachers should always infiltrate this concept into teaching design, accurately grasp the characteristics of different types of courses, tap the thinking modes and methods behind the knowledge of teaching materials, and consolidate and train through various forms, so as to finally achieve the goal that students can use it freely and truly "learn". Mathematics teaching is a systematic project. It doesn't matter whether the teacher speaks well or not. What is important is whether the teacher creates a situation for the students, so that the students can experience the process of mathematics activities personally, so that the students can not only "hear" but also "experience" personally, with the ultimate goal of cultivating students' ability. Undoubtedly, "problem situation" is one of the best means to achieve this goal.