First of all, the class should establish a new curriculum concept. Therefore, when preparing lessons, it is also reflected in "thinking determines thinking, and thinking determines the way out". Any educational reform is guided by the change of educational concept, and every step forward of education depends on the breakthrough of educational concept, so does the reform of lesson preparation. First of all, teachers should have breakthroughs and innovations in ideas. It can be said that without a major change in teachers' educational concept, there will be no breakthrough in the content and method of preparing lessons. We are not only responsible for the students' mathematics study today, but also for the students' development and happiness all their lives. If teachers really set up such a concept, they will pay attention to students when preparing lessons. Only when teachers know these concepts by heart can they reposition their classroom teaching in preparing lessons and make our classroom teaching keep pace with the times. Second, the classroom should be clear about students' learning goals. Among the specific curriculum objectives, four mathematics curriculum objectives are put forward: knowledge and skills, mathematical thinking, problem solving, emotional attitude and values. Through the combination of knowledge and skills, attitude, knowledge and emotion, the overall goal of the course is realized. In basic education, the implementation of emotion, attitude and values education is a new goal required by curriculum standards. As we all know, mathematics is boring. Therefore, in addition to the "two basics" goal, we should also pay attention to the following points: (1) Every class should pay attention to the goal of cultivating students' learning interests, habits and methods, and it is more important to implement this main goal than to teach students to master what they have learned. It embodies an attitude, an emotion and finally a result. For example, after teaching the lesson "Know the numbers within 10", let children know the numbers within 10 and quickly introduce them into a wonderful world-classmates, can you say the numbers in your mind with the things around you? The teacher scanned the class with expectant eyes and raised his hands one by one. "There are'1'blackboards in our classroom." "I have hardworking hands. A * * is 10 fingers. " "There are five buttons on my clothes." -The teacher skillfully lets the students connect mathematics with the things around them naturally. The value and significance of science lies in life, and students unconsciously accept this profound truth. In this harmonious communication, the feelings between teachers and students and between students have been harmonious and sublimated. . Third, classes should provide rich learning resources. In order to adapt to the arrangement of new textbooks, it is characterized by "fundamentality, richness and openness". Leave learning space for students at different levels, thus stimulating their interest in learning. Teachers must delve into textbooks and fully explore the mathematical ideas contained in mathematical knowledge. As we know, there are two clues in the primary school textbook system: the first is mathematical knowledge, which is a bright line written in the textbook; The second is mathematical thinking method, which is the guiding ideology of textbook compilation. It's not clearly written in the textbook. It's a hidden line. The former is easy to understand, while the latter is not easy to see. The former is written in the textbook, and the latter is to clarify why it is written like this. For example, the carry problem of "carry addition". From the surface of the textbook, there are not only several different algorithms. On the basis of encouraging the diversification of algorithms, we should advocate learning to use the "ten-complement method" to calculate and dig deeper. I think it is more important to guide students to master the idea of calculating in units of "ten". This is also the need of follow-up research. Because in the long river of human history, human understanding has experienced two leaps. It is the first leap to count from one to another. It is the second leap from counting by groups to counting by ten. Third, prepare lessons to find the right starting point for teaching. "Curriculum Standard" clearly points out: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. "Therefore, teachers should be able to think of the following questions when preparing lessons: 1. What do the students already know? 2. What did the students solve by themselves? 3. What else do the students want to know? I want to know whether students can solve these problems through cooperation. 5. What problems need to be taught and guided by teachers? 5. What problems need to be expanded and extended? If these problems are clarified, the starting point and main objectives of this class will be clear. In the classroom, "students' thinking is the clue of our teaching, and we just guide students to move forward." "In the past, we mainly taught knowledge and skills. Now we take it as our responsibility to promote students' lifelong development.