1. Pay attention to their movements, sitting posture, eye state and reflection when giving lectures. People often say that the eyes are the windows of the soul, and we can find their state. According to their feedback, make appropriate fine-tuning of their own teaching, so that teaching can adapt to their actual situation. 2. When explaining exercises, observe their thinking of doing problems, understand their process of doing problems, and put the wrong and right together for comparative analysis. More specifically, the new curriculum standard creates a mathematical problem situation suitable for students' development, which points out: "Mathematics should be closely related to students' real life and past knowledge and experience, which is attractive to them and can make them interested." "Discover mathematics, master mathematics and apply mathematics from the life world that students are familiar with, experience the connection between mathematics and the surrounding world in the process, and the role and significance of mathematics in social life, gradually understand the relationship between learning mathematics and personal growth, feel success and enhance self-confidence. "It highlights the core concept of the new curriculum-paying attention to the development of students. The new curriculum standard of mathematics advocates that students should go through the process of "mathematization" and "re-creation" to form their own understanding of mathematical knowledge. Among them, the problem situation is the first. Therefore, in mathematics teaching, we should carefully design mathematics problem situations, tap the rich humanistic qualities contained in new textbooks, pay attention to the all-round development of students' knowledge and emotions, and create inspiring, challenging, vivid and interesting mathematics problems close to students' real life, so that students can see but have to jump to pick peaches, and new goals appear, so that students' thinking ability and emotions can be gradually expanded in the process of mathematics learning space. Second, advocate independent, inquiry, cooperation and communication learning methods. The process of mathematics teaching is the process of students' active experience, active participation and active inquiry. Through students' own mathematical activities, they can build up their understanding of mathematical knowledge and develop their thinking ability. Carry out mathematical experiments, create a reasonable reasoning teaching platform, reduce mechanical learning activities, and actively introduce experimental observation, guessing and inquiry activities to expand the breadth and depth of students' thinking, so as to better understand mathematics. Therefore, in every link of mathematics teaching, we should pay attention to creating time and space for students to explore independently, cooperate and exchange, actively think and operate experiments, so that students can try to solve problems, experience mathematics and understand mathematics in the atmosphere of independent exploration. In personal experience and exploration, I am familiar with mathematics, solve problems, understand and master basic mathematical knowledge, skills and methods, and develop independently. In the atmosphere of cooperation and communication, sharing with others and independent thinking, we should listen, question, communicate, popularize and integrate knowledge, reflect and explore, inspire each other, generate new sparks of thinking, innovate rationally, and comprehensively improve and develop students' comprehensive quality. For example, when I was teaching the lesson "Sum of Interior Angles of Polygons", I asked the students to draw quadrilaterals at will on the prepared white paper, and then measured the sum of interior angles with a protractor. The whole class started their own exploratory activities in groups. First, they measured the sizes of the four corners of the quadrilateral, and then added these results. The activities of the students were carried out under my imagination, but the results were unexpected. Each group looks at its own data: some are 36 1, some are 360, some are 359, and some are a little more than 359 ... Through communication, their thinking has collided. Why is the conclusion different? At this time, I emphatically pointed out: although everyone has different results after adding up the four corners of his quadrilateral, why are they so close? What are the problems in our measurement? These words aroused the students' desire to explore. After trying, observing, discussing and communicating, we finally found that when measuring angles, there will be errors because they are all integers, and there will be an error every time, and the error will be even greater if it is measured four times. At this point, I asked: Is there a better way to reduce this error? Students naturally think of measuring only once. But how can we only test it once? It is also trying, observing, discussing and communicating. When students try to measure the four corners of a quadrilateral together, they find this characteristic: the four corners form a "circle" (and the sum is 360). Secondly, let the students begin to measure the sum of the internal angles of quadrilateral, pentagon and hexagon collected before class. Teacher: Students, what conclusions can you draw from the measurement? Health: The sum of their internal angles is 360, 540 and 720 respectively. Then, through the internal angles of these unusual polygons, we can get and guess the sum of the internal angles of n(n≥3) polygons. Health 1: It may be related to the side length. Sheng 2: 360 = (4-2)180,540 = (5-2)180,720 = (6-2)180 Sheng 3: It is concluded that the sum of its internal angles is (. Teachers and students discuss and communicate with each other, and divide quadrangles, pentagons and hexagons into two, three and four triangles by segmentation, and then we can draw a conclusion. By using induction and analogy, the N-polygon is divided into (n-2) triangular situations, and students are organized to actively carry out activities such as observation, calculation, guessing, reasoning and communication, so as to experience the wonderful use of induction and the joy of success, and at the same time, students can master the effective means of sensible reasoning-induction, temper their thinking and improve their ability. Third, establish a multi-evaluation system to promote students' development. For a long time, the criteria for evaluating students' mathematics learning through tests or examinations often only focus on the uniqueness of the results of solving problems. In the process of pursuing standardization, students gradually lose their own thoughts and personality, and their desire for innovation becomes indifferent. Therefore, the evaluation of students' mathematics learning should abandon the past practice of focusing only on scores, and "one paper sets a lifetime", but stimulate students' confidence in learning mathematics through multiple channels, improve students' mathematics literacy, pay attention to the process of students' progress and development, and establish an evaluation system with diversified evaluation objectives and methods. It is necessary to combine knowledge evaluation with ability evaluation, cognitive evaluation with emotional evaluation, and process evaluation with summative evaluation. (A) the implementation of classroom observation and evaluation methods: classroom observation and evaluation is mainly teachers' evaluation of students' classroom learning process. In mathematics classroom teaching, we are very concerned about whether students actively participate in mathematics learning activities, whether students are willing to communicate and cooperate with their peers, whether students have hobbies in learning mathematics, the formation and development of students' emotions and attitudes, and the investigation of students' mathematical thinking process. In class, we often try to create problem situations, ask questions for students to think about, see if students can get ideas to solve problems through independent thinking, and then find effective ways to solve problems; Can you try to think from different angles and express your understanding and views clearly and skillfully by using mathematical language, so as to understand the rationality and flexibility of students' thinking? (2) Establishing learning growth record files: Follow the principles and methods of growth record bag evaluation, and implement the growth record file evaluation method for the mathematics learning process of the experimental class students. Arranged by the students themselves, the collected contents include students' own experiences in the process of mathematics learning, their most satisfactory assignments, research results of typical test questions, various solutions and wonderful solutions to an exercise, the most emotional learning experience, records of inquiry activities, mathematical problems in life, math diary, suggestions for teachers, etc. Make the growth record file a tool and way to communicate with teachers, make students gradually interested in the growth record file, and become a "want me to do it" to encourage students to consciously pay attention to their performance in problem-solving ability, thinking ability, effort, enterprising process, hobbies, attitudes and emotions. Help students build up their self-confidence in learning mathematics and promote their continuous development. (3) Establish an operable and diversified evaluation system: design the evaluation forms of students' classroom mathematics learning, student unit learning and semester learning, and pay attention to the evaluation of students' mathematics learning process. Mathematics learning evaluation is not only limited to teachers' evaluation of students, but also should attach importance to students' self-evaluation, mutual evaluation and parents' evaluation. Instruct students to evaluate themselves and each other on their hobbies, attitudes, values, methods and abilities, cooperation and communication awareness and quality. Teachers combine parents' homework feedback and observation records to compare the changes of students' emotions, attitudes and abilities in mathematics learning month by month, make targeted evaluations on students in time, affirm and reward students for good performance, communicate and encourage students for poor performance in time, and promote students' development in all aspects. Through the reform of junior high school mathematics classroom teaching and mathematics learning evaluation, we should pay attention to students' development, so that mathematics classroom can become the temple for students to develop their thinking ability and the cradle for students to increase their knowledge, develop their quality, broaden their horizons and aspire to take off.