Starting from the following aspects: First, learn the new curriculum standard, and make clear the teaching goal of 1 and the teaching goal of the whole compulsory education stage. Only by objectively grasping the requirements of the new curriculum standards for the whole basic education stage can the experimental teachers of curriculum reform reach the realm of strategic planning. 2. Make clear the goal of each textbook. The experimental teachers of curriculum reform must fully grasp the overall structure and main knowledge sections of each textbook. Only in this way can time allocation and key treatment be targeted, scientific and reasonable. 3. Make clear the teaching objectives of each unit. The key knowledge points of each unit must be clearly understood, and students should be guided to adopt reasonable learning methods in classroom teaching. 4. Make clear the teaching objectives to be achieved in each class. Excavate the teaching factors contained in each lesson and each picture, organize the teaching materials reasonably according to the teaching practice, and then prepare lessons on this basis. Second, study the connotation of teaching materials and use them creatively. As a teacher, the first thing to do is to thoroughly understand the textbook, understand the connotation of the textbook, and understand the intention of compiling the textbook. Only with a deep understanding of teaching materials can teachers control their freedom in the classroom. For example, what is the meaning of the topic map of each knowledge point, what the example reflects, what is the purpose of the exercise, and so on. Give full play to the resource function of teaching materials. Of course, this does not mean that textbooks are sacred and inviolable. On the basis of careful study of teaching materials, teachers should try their best to contact with students' real life, use teaching materials creatively with their own understanding, combine respecting teaching materials with flexible handling of teaching materials, and pay attention to several characteristics embodied in teaching materials. 1. Excavate the connotation of teaching materials and provide students with realistic background. Editors of experimental textbooks spend a lot of time looking for wonderful scenes of mathematics in primary and secondary schools in real life, and choose the realistic background with specific mathematical information from them. Only by deeply understanding, researching and excavating the information resources provided in the textbooks can teachers use the textbooks reasonably and effectively. For example, the textbook provides a relatively complete and fascinating fairy tale as a background map for learning new knowledge. Teachers should make full use of the familiar situations of these students in actual teaching, so that they can compare and fully perceive "equal amount" and "more". 2. Pay attention to the close relationship between mathematics and daily life reflected in textbooks. The content arrangement of the new textbook attaches great importance to the educational concept of "mathematics comes from life, resides in life and is used in life". Teachers should pay attention to the extension and expansion of teaching materials in teaching. For example, in the "classification" teaching, students can be arranged to observe the placement of goods in the store before class. The teaching of "knowing the time" can help students make a timetable for themselves, understand the timetable of the school, and help students discover mathematics knowledge from their lives. Another example is "Subtraction of abdication within 20 years", which provides rich situational resources close to life. At the beginning of class, we can ask, "Do you like going to the park? Many children come here on Sunday to see what they are doing? " At this time, the students began to observe the whole picture and answer some balloons and windmills, some puzzles and rings. Then guide students to observe a single situation diagram, such as habit ball. On the basis of students' feelings, let the students set their own questions and ask the question "How much is left", and then let the students think "Can you solve this problem?" The students' attention turned to the discussion of calculation methods. This kind of mathematics theme comes from the reality of students' life. Students are not only interested and enthusiastic about learning, but also know that mathematics knowledge comes from life. Mathematics is everywhere in our life, and we need to master it. 3. Pay attention to the mathematics curriculum standard of mathematics practice activities provided by the textbook, which points out that it is necessary to "enable students to master basic mathematics knowledge and skills through mathematics activities, and initially learn to observe things and think about problems from a mathematical point of view". In the teaching of "location" knowledge, we can put the picture of the cinema in the book back to reality, first simulate the classroom as a cinema, and then further guide students to observe the arrangement law of row number and seat number, so as to prepare for the later practice of finding a location. Then the students discuss in groups. After a series of preparations, the activity began. Each student enters the venue with a movie ticket to find his own seat, so that students with difficulties can communicate with their peers. At this time, the classroom atmosphere is extremely active. Another example is the "average score" teaching. I designed a Lantern Festival to share jiaozi with my family: let the students divide the 15 jiaozi in the bowl into five small bowls, and the students' participation enthusiasm is also very high. Through these colorful math activities, students get a pleasant learning experience, and at the same time learn to observe things and think about problems from the perspective of mathematics. 4. Pay attention to expanding the resources of other disciplines. Mathematics is closely related to other disciplines. Teachers should tap the available resources of other disciplines to improve students' quality. When a teacher was teaching "the meaning of percentage", he asked his students to say the percentage according to the three idioms "one percent, one percent, one tenth sure". Students think and speak actively. When a teacher was teaching "axisymmetric graphics", he asked students to find axisymmetric graphics from letters, Chinese characters, national flags and traffic signs. This strengthens the integration of mathematics with other disciplines, broadens the horizon of disciplines, and well achieves the goals of emotional attitude and values. The new textbook truly embodies the standard concept, and the layout design shows that the textbook is only the basic resource of teaching, leaving a large room for teachers to improve, reminding teachers to pay attention to students' experience, and at the same time providing space for teachers to play their educational wisdom. Teachers should creatively design the teaching process according to their own conditions and students' conditions, so as to make the classroom teaching effect better.