Mathematics teaching is essentially the teaching of mathematical thinking activities. Classroom is a process of implementing teaching activities and guiding students to fully develop their thinking activities. Therefore, in order to improve the quality of mathematics classroom teaching, we must correctly handle the following relations: 1. Deal with the old and new relations, which has two meanings in Jiangsu Province. One is the relationship between new textbooks and old textbooks. This year is the third year of Jiangsu's new curriculum reform. The textbook we use is the textbook of Jiangsu Education Edition. The new textbook is the improvement and promotion of the old textbook. Some knowledge in the old textbook has been deleted from the new textbook. Our teacher should delete it during the lecture. Of course, this is based on the premise that students can understand. The second is the relationship between new knowledge and old knowledge. As you all know, high school mathematics is very systematic, and new knowledge develops from old knowledge. Therefore, when explaining new lessons, generally speaking, we start with reviewing old knowledge, introduce new topics, and explain new knowledge through comparison and association. At the same time, in the process of explaining new knowledge, we should associate old knowledge as much as possible, that is, "linking the old with the new, talking about the new with the old." However, when reviewing and linking old knowledge, no matter how deep and wide it is, the relationship between old and new knowledge should be based on the teaching purpose of a lesson. Students' mastery of old knowledge and the teaching process at that time were flexibly determined. 2. Deal with the relationship between depth and shallowness. A person's cognition follows the cognitive law from perceptual cognition to rational cognition, from phenomenon to essence, from concrete to abstract, from special to general, from external connection to internal connection. Therefore, our senior high school mathematics teaching should also follow this law, and the teaching should start from students' practical experience and old knowledge. "Pay attention to learning and understanding mathematics from students' life experience and existing knowledge." "Mathematics should be closely related to students' living environment. Based on students' experience and existing knowledge, we should create a situation conducive to students' independent learning and cooperation and exchange, so that students can master basic mathematics knowledge and skills, develop their abilities and stimulate their interest in mathematics through observation, operation and induction. There is also a desire to learn math well. " This is the requirement of the new Mathematics Curriculum Standard for our teachers. It can be seen that in the process of mathematics teaching, we must proceed from life, and it is particularly important to deal with the relationship between depth and shallowness, so as to achieve "from shallow to deep" and "from deep to simple". Shallow is the foundation of deep and deep is the development of shallow. Only by starting from the shallow can we gain a deep foothold. That is to say, it depends on the specific situation of the students. At present, in order to improve the quality of mathematics teaching, I think we should base ourselves on the basic requirements, be simple and open to all students, and try our best to make every student understand and operate. 3. Deal with the relationship between speaking and practicing. In mathematics teaching, while explaining new knowledge, we must carry out appropriate exercises, which cover a wide range, including reading textbooks, memorizing basic concepts and mastering basic theorems. It also includes discussion and problem solving. As for speaking before practicing or practicing before speaking, it depends on the teaching content and teaching methods. Sometimes, it is to speak first and then practice, so as to deepen the understanding and consolidation of what you have learned and improve students' application ability of what you have learned. Sometimes, it is to practice before speaking, to discover the law through practice, to rise to theory, and then to guide practice. Therefore, speaking and practicing always run through mathematics classroom teaching, and only need to "practice more with intensive speaking".