The new curriculum standard of Wu Zhiqiang junior high school mathematics in Chongshan Middle School of Qing Ji Town requires that in the compulsory education stage, mathematics curriculum should not only pay attention to the imparting of scientific knowledge, but also pay attention to the cultivation of skills, so that students can experience the cognitive process from life to mathematics and from mathematics to society. Through the cognitive process from life to mathematics, students apply what they have learned to the practice of production and life, so that students can appreciate the beauty of mathematics and develop in an all-round way. Therefore, the construction of mathematics classroom should be close to students' life and conform to students' cognitive characteristics. The new curriculum standards put forward higher requirements for us. I think the most important and essential point is to change the traditional educational concept, always embody "students are the main body of teaching activities", focus on students' lifelong development, and pay attention to cultivating students' good learning interests and habits. The new curriculum requires teachers to change from traditional knowledge givers to organizers of students' learning. Everyone should be the guide of students' learning, stop "cramming" and ask us to put down our airs and become participants in students' learning. During the period when I entered the new curriculum, I reflected and summarized my past teaching thoughts and behaviors. Here, I want to re-examine my previous views and practices with the concept of the new curriculum, and talk about my personal views on junior high school mathematics teaching under the new curriculum standard in recent years. First of all, teaching students correct learning methods and thinking habits will benefit them for life. When students study mathematics, it is often not their efforts, but that we have not paid attention to mastering some basic skills in the process of guiding students. At present, most of our mathematics teaching is conducted through teachers' "guidance and explanation", and the success of classroom teaching is the main evaluation criterion for our teachers. Therefore, we should pay close attention to students' classroom and let them move in class. We should attract them not to be absent-minded, so we should ask questions, have competitions and discuss in groups in class. In addition, we should review carefully. Students must consolidate in time after going to school, but their control is weak, so I want to seize the link of students' review and check the learning content of my last class before class every day. We have to think of something, and we have to get them to answer first. There is also the need to work hard. Homework is an important part of study. Only when students do their homework seriously can they consolidate the learning effect, which is actually a review method. I usually arrange students' homework at different levels. Different people have different requirements so that every student can do his homework well. The purpose of doing this is to make those students with poor foundation learn interesting. At the same time, it is necessary to correct and solve learning disabilities in time. We should also encourage students' confidence. In the process of students' learning, we should constantly give them confidence and try our best to make them feel that mathematics learning is not difficult and promising. Only by believing in yourself can we learn actively and finally improve our math scores. I found that many "worst students" had lost confidence in themselves before. As long as it is a learning problem, they have psychologically rejected the teacher's explanation, and even changed their faces when it comes to learning, so that students can "fly" in other activities! So confidence was taken away by the teacher before, and now we need to give it to him. Finally, we should pay attention to sorting out the wrong set of questions. When training students in the usual learning process, we should pay attention to the arrangement of wrong problem sets. The wrong questions reflect the loopholes in students' study. If these problems are not solved, it will often affect students' mastery of knowledge. It is good for students to put these wrong questions together. It is best to find problems and solve them in time. I usually set the first evening self-study every day to help my classmates solve and discuss problems. After each exam, I will correct the students' wrong questions one by one and focus on them. Every wrong question reflects a phenomenon, which makes me peep at the students' problems and prescribe the right medicine. The purpose of exams and homework is to find students' knowledge defects, which is the meaning of homework. Many teachers have a large amount of homework. If they don't correct their mistakes in time, they will go against the original intention of the homework. As a result, the students worked hard and the teachers worked hard, but the effect was not. It is also very important to teach students the correct way of thinking in math class, which is organized and regular, especially in the reasoning of proof questions in the future. If you don't guide them to master the correct way of thinking in advance, it will bring you more trouble. Therefore, it is very important to teach children the correct learning methods, guide them to think about problems according to the laws, learn from individual to general, and then from universal application to individual, and discover and master the laws of mathematics. Second, attract students with math experiments and games. The best stimulus for learning is interest in materials. I find that students are most interested in experiments. Every time there is an experiment, even the students who don't study the most will do it seriously and try. There are many mathematical experiments in mathematics textbooks, which can enable students to gain perceptual knowledge related to concepts and laws in the process of division of labor, observation, recording, analysis, description and discussion, and guide students to explore new knowledge. Never give up the experiment because of the conditions of the experiment or the progress of teaching, and lose an opportunity for students to start work. For example, a triangular cardboard is cut and spliced into a rectangle, so that the area of this rectangle is equal to the area of the original triangular cardboard. Students cut and splice cardboard, and fully cooperate with each other. It is found that there are many methods of cutting and splicing, which fully mobilize the enthusiasm of students and stimulate their strong interest in learning. Students need to cooperate in the experimental study of coin toss probability. One student throws coins repeatedly, and the other student records the result of each coin toss. Under a large number of experiments, a set of data is obtained, and the probability of coins facing up is qualitatively analyzed with this set of data. Draw an angle, then fold it in half, grasp the definition of angle bisector with creases, and so on. Simple experiments can often stimulate their enthusiasm for exploring new knowledge, make the teaching content presented in a vivid and interesting way in advance, fully mobilize students' sensory organs, create a relaxed and happy learning environment, make the learning content attractive and stimulate students' interest in learning. It can also concentrate students' attention, make students master the basic knowledge and skills of mathematics, understand the practical value of these knowledge, know how to treat and apply these knowledge in society, and cultivate students' scientific consciousness and application ability. Third, attract students with wonderful question settings. In teaching, teachers should seize the opportunity to guide students to create cognitive "conflicts" in the process of setting doubts, questioning and solving doubts, and stimulate students' continuous interest in learning and desire for knowledge, so as to successfully establish mathematical concepts and master mathematical definitions, theorems and laws. The same problem has different formulations, and different situations will have different effects. For example, when learning the properties of an isosceles triangle, three students can draw the bisector of the top corner, the height on the bottom edge and the center line on the bottom edge. This is why students will find out why three lines are one line. There are many ways to prove the congruence of triangles. Why can't "corner edge" determine the congruence of two triangles? When learning mosaic, you can ask such a question. Why are regular triangles, squares, rectangles and hexagons ok, but regular pentagons are not? Wait a minute. In this way, students can stimulate their strong interest in learning and desire for knowledge by constantly setting questions and questions, and they will find various mathematical laws in their lives, laying a solid foundation for the next step of learning mathematical knowledge. Designing wonderful questions, I think, is the beginning of successful teaching. This is also an important indicator of teachers' teaching quality. Teachers who do well in this field are more willing to learn and want to learn! Fourth, improving teachers' ability to solve problems can not be ignored. A math teacher who is popular with students must first be a problem solver, and it is best to be a problem solver. If a teacher can't always answer students' questions on the spot, but speak afterwards, then his prestige will be discredited among students, and the teacher will lose his authority, and the teaching effect can be imagined. Teachers have a high level of problem solving, which plays an extremely important role in establishing prestige among students and trusting their ways. Teachers with high level of problem solving are always confident in the face of students' questions and dare to give answers on the spot. Teachers and students go through the exploration process of how to think, how to correct wrong ideas and how to find correct ideas. In the long run, they not only establish the authority of teachers, but more importantly, students learn how to solve problems. A sign of a teacher's high level of problem solving is that he can often give a simple answer to a complex question in a simple way. Therefore, teachers will not only "know the law" but also "be clever". Fifth, pay attention to the theme of life and create problem situations close to students' reality, such as "floor tile laying", "icon collection", "discount sale" and "parallel projection". Students are required to collect some patterns and icons on the Internet or on the way home or from moving vehicles, go into shopping malls to learn how to promote some goods through discounts, observe the shape of the projection of objects in the sun, and so on, so that students can go out of the classroom to learn and experience. When exploring "how to measure the flagpole", some students thought of measuring the flag-raising rope by marking, so as to get the height of the flagpole. Some students thought of using the proportional relationship between the vertical stick and the shadow, and the flagpole and the shadow to solve the problem. Some students thought of drawing the flag-raising rope diagonally to form a right triangle. Discuss the advantages and limitations of various methods with students in teaching, and choose one of them to undertake the teaching objectives of this class. From openness to induction, from easy to difficult, from life to teaching materials, teachers lead students to explore and think independently, fully feel the interest and significance of mathematics in life, and reflect students' autonomy and enthusiasm in learning. The setting of question scenarios conforms to students' real life, and students' thinking is carried out inadvertently, so that students can feel the interest in mathematics learning. Sixth, giving play to the mutual promotion between students will make teachers receive unexpected results. Set up a math team leader, who is an enthusiastic math activist with good math scores. Each group leader is responsible for 7 or 6 students. I will correct any of their homework, and if they don't understand, I will give them a special explanation. Then these group leaders will tell those students who can't do it. In practice, the team leader will only explain when the team members ask the team leader. I will explain some things that the group leader can't understand or that are generally considered difficult in class. Students are required to complete basic training on the same day every day, and the math team leader is mainly responsible for being a "little teacher" and telling the team members the problems they can't do. Some students with poor grades are afraid to ask me, but I found that they can ask and discuss at will in the position of team leader. This method is very suitable for some classes that are difficult to carry out discussion activities in class. As long as the organization is in place, the group leader will achieve the goal of consolidation, and ordinary students will reach the ideal state of daring to ask questions, dare to express their opinions and master all the details of knowledge. This will give you some unexpected results! According to past experience, every time I take over a new class, I will find some typical problem students. They are either naughty and playful, or they always refuse their teachers, or they are used to being particularly backward in their grades and not seeking progress. Anyway, they are all children who give the teacher a headache. These students have formed qualitative habits before, and they need us to correct them. Although it is only a minority, if the problems of such students are not solved well, it will have a great impact on the teaching of the whole class, and it is they who bring the greatest resistance to your teaching ideas. The solution of problem students' problems can better reflect the level of teachers' teaching literacy. Many teachers are afraid of such students and even crowd them out. It shouldn't be like this. When students have the psychology of rejecting teachers, that is the fault caused by our teachers, so we should try our best to communicate. How can we refuse students first? According to my practical experience, teaching a problem student is actually the easiest to gain. The same phenomenon, sincerely praise a normal student and a problem student, the results are different, the former will be used to it, the latter will be flattered and regarded as the highest honor. Finding the bright spot of the problem student is easier to stimulate his self-motivation, and he will pay more hardships to maintain his glory. There is much less room for an excellent student to improve his grades than an underachiever. The key lies in our teaching mentality and professionalism. Try to avoid unconsciously putting on colored glasses in teaching. How to teach mathematics well is a big topic. Experience is also a process of continuous accumulation, which requires our math teachers to constantly explore, discover and summarize. I think that as teachers, we should strive to make mathematics teaching a pleasant emotional experience process for students, so that they can realize the wonders and laws of mathematics in real life, thus inspiring students to explore the greatest potential of scientific knowledge and truly realize the transformation from life to mathematics and from mathematics to society. It is our eternal pursuit to separate the mathematics classroom from the words "boring", "tedious", "empty" and "abstruse", and turn boring into fun, tedious into taste, empty into reality and abstruse into simplicity and image.