I have been teaching mathematics for more than 20 years. Through continuous exploration, I found that I have adapted to mathematics teaching and deeply loved mathematics. I dare not say that I have teaching experience, but I can say that I have some feelings. First of all, I think math teaching is a very interesting and meaningful job. In math class, there are deep thinking, right and wrong debate and active cooperation. The present teaching is really different from the teaching methods we accepted when we were young. Our mechanical imitation and fixed thinking can no longer meet the requirements of modern students. They all try their best to show their own thinking and wonderful methods, as if they were interpreting wonderful and true mathematical fairy tales. Unconsciously, challenges have become students' favorite way of learning, and I have begun to be asked to sit among them and listen to the students who are speaking. Under the impetus of students' research, how can I enjoy it without being infected and try to change the teaching methods and methods in the 1980s and 1990s? Secondly, when I first came into contact with mathematics teaching, I followed the traditional teaching methods and spoon-feeding teaching mode. The teacher has been talking and the students have been listening, just like a meeting. After more than ten years, I was lucky enough to catch up with the students' fashionable and fruitful new teaching methods, and now I am slowly groping to grow up with the students in my class and apply new teaching concepts and methods. I am cautious and don't talk big. I hope my teaching methods and training methods can guide students to learn for life. In the process of implementing the new teaching concept, I have tried, reflected and summarized many times, and the deeper experience is: 1, which allows students to innovate freely and suits their age. We really think things more carefully than students, so we unconsciously want to arrange everything for them, including how to think and how to do it, but what we think may not be liked and accepted by students, so let them return to the most authentic and natural way of thinking and freely produce something innovative. Teachers should teach less and let students learn more. This is the most fundamental embodiment of new concept teaching. Keeping his mouth shut means that the teacher has to do a lot of work. How to make students learn more and how students are willing to learn. It goes without saying that preparation before class is very challenging. How to design interesting and exploratory questions before class is the key to a successful seminar. Rural students' autonomous learning ability is not very strong, but they are interested in challenging tasks, such as competing with others who has a good method and learns quickly, who can solve difficult things by himself and who is the first winner to complete the task. It is precisely because of these incentives that can easily stimulate students' brain excitement that I added challenging problem-solving in the preview, which improved students' interest and enabled them to slowly and actively improve the quality of their homework and show their ideas more. When I was talking about a difficult geometry problem, after I finished the proof process, a classmate suddenly stood up and said, "Teacher, I have another solution." The students all looked at her with strange eyes, because the student was usually weak in mathematics. She boldly went to the blackboard and spoke her own ideas of proof. The students seemed to suddenly realize that I gave her a thumbs-up and an appreciative look without saying anything. This is what I didn't expect. It can be seen that students have great potential, just waiting for us to help them dig. In our daily teaching or life, a smile, a look, a thumbs-up compliment, a pat on the shoulder and an encouraging handshake are all evaluations. It is like a ray of flowers and a clear spring, which has played a great role in my teaching. In daily teaching, we should look at students from many angles, aspects and characteristics with a positive eye, find their advantages and strengths, comprehensively evaluate students in various ways, infiltrate humanistic care for students, and let each student grow up in self-esteem and self-confidence! 3. Group cooperation can not only promote learning, but also enhance friendship. Group cooperation should be the essence of the new concept education classroom. Students influence students, and students teach students, so as to finally achieve the effect that teachers can learn without teaching students. How to cultivate effective cooperation among groups? At first, my biggest confusion was that it would not guide students to say yes in an orderly and qualitative way. On the contrary, it gives those children who don't like brains a good opportunity to play without brains, and group cooperation becomes a mere formality. This impatience gave me a blow for a while and made me lose confidence in the cooperation of students. However, perhaps "three heads are better than one Zhuge Liang" illuminates their hearts, or perhaps they understand that cooperation is an encouragement, a sharing and a strength. As a result, they slowly entered the ranks of cooperation. Now, children have been able to have simple discussions in groups and learn to help others. They can also go to the podium as primary school teachers. Students' language expression ability is improving. I believe that if children are given some time and space, constantly renew their ideas and adopt effective methods, they will certainly make greater progress. Let's wait for the flowers to bloom. At the same time, there is an unexpected surprise. I found that my classmates learned humility, respect, encouragement and unity. When organizing activities for boys and girls to compete, I asked the girls if their grades were good, but they didn't compete with each other. On the contrary, they said that the other party did a good job. I think as a student, this is more valuable than the progress of study. Finally, understand the students' hearts. Only by knowing ourselves and knowing ourselves can we be invincible, and so should teaching. Only by truly understanding students' psychological characteristics and acceptance level can we take effective measures to help students realize real learning. For example, the characteristics of adults accepting knowledge are foresight and late action. We can internalize a concept, and then lead our actions, while students can really know and understand the connotation of knowledge only after action and experience. Then, facing a group of educational entities, it is necessary to adapt to the children's ability and characteristics of accepting knowledge and carry out effective teaching. Generally speaking, my knowledge of mathematics teaching is too little to meet the needs of teaching. In my future work, I will learn more professional knowledge, improve my professional quality, study more teaching materials, profoundly grasp the core of teaching, arm my brain with advanced educational concepts, and become a qualified teacher who adapts to modern education and teaching.