A good math class should have the following basic characteristics from the perspective of promoting students' development: 1. It can focus on improving students' comprehensive quality; We should not only pay attention to the mastery of students' basic knowledge and skills, but also pay attention to the progress and development of students' mathematical ability, emotion, attitude and values. 2. Pay attention to the development of every student. In classroom teaching, we should not only devote ourselves to the vast majority of middle-level students, but also let those students who have spare capacity in mathematics stand out. Students with learning difficulties will learn something and meet the basic requirements. 3. Students can actively participate. In classroom teaching, teachers should strive to activate the depth of students' thinking and mobilize the breadth of students' initiative, so as to cultivate students' autonomous learning ability and self-development ability. 4. Paying attention to the cultivation of innovative spirit and practical ability, whether teachers can enliven the classroom discussion atmosphere, make students dare to question and ask difficult questions, and whether and how to care for students' innovative consciousness should be the important contents of classroom teaching evaluation in the new period. This book discusses this from the perspective of qualitative analysis. 1. Establish the overall concept of classroom teaching evaluation based on student development. The performance of students in the classroom should be the main content of classroom teaching evaluation, including not only what students have learned in the classroom, but also how they have learned. The evaluation of teachers' teaching should be centered on students' learning. 2. Actively advocate the consciousness of reform, that is, overall consciousness, application consciousness, innovation consciousness, advance consciousness, subject consciousness and service consciousness, efficiency consciousness and training consciousness. 3. Carefully observe the overall strategy from consciousness to behavior: (1) Correctly handling the relationship between inheritance and innovation requires a sense of innovation and a spirit of daring to try. (2) Correctly handle the relationship between subject and leading, which requires the combination of service and guidance, so that teachers are not offside and students learn. (3) Correctly handle the relationship between the majority and the minority, and strive to face all students. (4) Correctly handle the relationship between learning and application, and pay attention to the combination of learning and application. (5) Correctly handle the relationship between means and purpose, and pay attention to practical results. (6) Correctly handle the relationship between foundation and development, and pay attention to the implementation of total quality. (7) Correctly handle the relationship between respecting textbooks and flexibly handling textbooks, so as to come from textbooks and not stick to textbooks. (8) Handle the relationship between process and result, and pay equal attention to both process and result. In addition, several problems should be paid attention to in classroom teaching evaluation: 1. Adhere to encouragement; 2. Pay attention to teachers' self-evaluation; 3. Pay attention to the dynamic nature of evaluation. First, although we usually need to prepare textbooks, teaching methods and students, we focus on the first two points and ignore the students' preparation. How can we know about students? There is a statement in the book: teachers may wish to answer the following questions first: Do students already have the necessary knowledge and skills for freshmen? Have students mastered or partially mastered the knowledge and skills required by the teaching objectives? What part didn't you master? How many people have mastered it? What is the degree of mastery? What knowledge can students teach themselves? What needs the teacher's instruction and guidance? After reading this, I recall the teaching plan tried out in my class this semester. I arranged what the students need to learn in the next class the night before. The main content is basically my teaching plan, including reviewing lessons, navigating examples (mainly asking some suggestive thinking questions about learning and exploring problems) and applying new knowledge. There are two main purposes of the design: one is to cultivate students' preview ability and self-study ability; The second is to understand students. Read and analyze students' homework before class, basically know the problems mentioned in the book, adjust your teaching plan in time, and organize all aspects of teaching in a competitive way. After several weeks' practice, I feel that I am teaching easily and the students are learning happily. I feel much more relaxed than when I was teaching grade six a few years ago. I only hate that my writing skills are poor and I can't write articles. Think carefully, the above problems in the book are really worth thinking and exploring by every teacher. Second, to really make good use of textbooks, the following questions are put forward in the book: 1. Is the content of the textbook necessary to achieve the teaching objectives of the classroom? What else do you need to add? What has nothing to do with the goal? What contents should be permeated with mathematical thinking methods? 2. Where does teaching begin? Can the arrangement order presented in the textbook be directly used as the teaching order? 3. From the teaching goal, what are the key and difficult points of this class? According to the actual situation of students, what are the key points and difficulties in the teaching of this course? In contrast to the above problems, there are many shortcomings in our usual teaching work, such as strong dependence on teaching materials, lack of analysis of teaching materials and lack of infiltration of thinking methods. In the future, we should concentrate the strength of the grade group and everyone's wisdom and adopt effective strategies to understand and master the teaching materials. We can adjust the teaching order, provide realistic background, explore mathematical thinking methods, change presentation methods, design or introduce open questions, let students participate in providing teaching materials, and even reorganize teaching materials, so as to make teaching materials easier to express in class and help students explore independently, thus achieving the goal of optimizing teaching. Thirdly, regarding the problem of group cooperative learning, since the introduction of the new classroom concept, it seems that no matter the usual seminars, open classes or large-scale competitions, it is inseparable from the new classroom of group cooperation. With the support of this view, teachers try their best to arrange group cooperation, and the following problems often appear: some classrooms adopt the organization form of group learning, but the questions are not ideological, enlightening and exploratory, and students can answer them without thinking; Although some questions were thoughtful, as soon as the students turned around, the teacher announced the end of the discussion and did not enter the discussion state. Such cooperative learning is just a form. We have always been conscious of this problem, but we just can't solve it. Today, I found the answer from a book. The book says: When using group cooperative learning, teachers must seriously answer the following questions: (1) Why do we need group cooperative learning in this course? No, is that okay? (2) If yes, when will it be carried out? How to ask questions? How long will it take? What might happen? How should teachers guide and guide? (3) How to combine the three specific teaching forms of class teaching, group teaching and individual self-study to realize complementary advantages? In primary school mathematics learning, which content is suitable for group teaching, which content is suitable for group cooperative learning and which content is suitable for individual self-study? We should choose according to the students' situation and the characteristics of the learning content itself, avoid some formalistic practices and improve the efficiency of group learning. The author showed us the maze and gave us the way and direction in the future. Fourth, the book suggests how to reflect after class. 1. Has the teaching goal been achieved? How to achieve it, what is the sign? 2. What is the gap between the first design process and the actual process? If so, how did you handle it? 3. What are the problems in teaching? Which question is the most critical? 4. How do you plan to solve these problems in the follow-up teaching? 5. What is the most impressive event in teaching? If so, you might as well record it. Looking back on our usual teaching reflection, we only answered one or two questions above, and our thinking was not deep enough and comprehensive enough. The second part of this book focuses on individual cases, from which we can understand the new curriculum and new mathematics and solve the puzzles that most teachers encounter in teaching. All the cases in this book come from the front line, from a thick lecture by a primary school mathematics researcher, which is a very precious wealth. The content of this book is mainly based on questions, one for each question, which is very targeted and practical. There are some teaching methods of calculation, such as how to survive in the calculation class, which are about the taste of mathematics, such as returning to nature, making the math class have the taste of mathematics, and teaching about applied problems, such as how to apply applied problems, about old textbooks, such as how to embody new ideas, about the relationship between teachers and students in the classroom, and about the innovative consciousness of teaching starting point. There are seventeen typical profound practices and reflections in the book. We have listened to Zhang Suobin's lecture twice, and if we can say that the vivid cases listed by Zhang are refreshing and memorable. Then the cases in the book will make you deeply moved and have great guiding significance. I almost finished reading this book in a short time. Every time I look at a case, I feel deeply and admire it. I can't wait to read the whole process, as if I were reading my favorite novel, so I won't say the details one by one. In the future, I will read this book carefully and use its theory to guide my work in my own work practice, so as to do my job better.