To have a good class, we must first have a correct educational concept as a guide. Mishan Guozang, a math educator, said: "For scientists, technicians and math educators, the most important thing is the spirit, ideas and methods of math, and math knowledge is the second." This view is correct. Because in a sense, mathematical thoughts and methods are the soul of mathematical knowledge system. From the perspective of quality education, mathematics education needs neither mathematical knowledge nor problem-solving ability, but mathematical concept-the way to think and deal with problems by mathematical methods. No matter what kind of work a person will be engaged in in in the future, even if he has forgotten all the mathematical knowledge he has learned now, or can't solve the mathematical exercises in middle school, as long as he has formed a certain mathematical concept, he will consciously or unconsciously think about the problems in his work with mathematical ideas and viewpoints. Mathematical concepts always dominate people's thinking and play an invisible role.

Therefore, mathematics educators should regard mathematics teaching as "the teaching of mathematical activities, that is, the teaching of certain thinking activities", as Russian mathematics educator A. Stolyar said. Only in this way can we teach students how to think, and our education can lay a solid foundation for their lifelong development.

2. Perfect teaching design

We should not only learn from excellent teachers, but also cooperate with colleagues. At the same time, we should carefully presuppose based on our own teaching style and students' learning starting point. My approach is to combine life practice. Many students have accumulated more life experience before studying. Teachers are used to creating a life situation to bridge the gap between mathematics and life. Life situation must be "real situation", especially when life mathematics and textbook mathematics are not unified, teachers can't avoid it. They should face it calmly and handle it skillfully. For example, in the teaching of popularizing the concept of corner, teachers only talk about mathematical corners, while students' starting point is to know many corners of life. I have made a follow-up survey and found that the traditional teaching effect is not good, mainly because teaching has no connection with life and teachers have not accurately grasped the starting point of reality. I ask students to understand the perspective of life first, and then learn the perspective of mathematics through classification. For another example, you can give an example of rabbit breeding first, and then explain that this is Fibonacci series, so that students can understand the meaning of the series more easily.

We should respect the needs of students. Protect students' self-esteem and self-confidence

Students in different classes have different characteristics, and students in the same class also have certain differences. A good course should pay attention to students' differences and respect the needs of different students in knowledge, ability and interest. It is necessary to design different levels of questions, different types and different levels of topics, so that students have the opportunity to participate in teaching activities and gain something in the learning process. We should properly handle different types of feedback information in students' learning activities to protect students' self-esteem and self-confidence. Pay attention to students' various answers, even if you know that students may answer incorrectly, let them express their opinions. I believe that every answer of students will bring some enlightenment to students themselves and others, some of which may come from positive and some may come from negative.

4. Give students time to think.

Good classroom teaching should be thoughtful. Students should have more room for thinking. In the final analysis, learning is a student's own business. Teachers are organizers and guides. The effect of learning ultimately depends on whether students really participate in learning activities and actively think, and the responsibility of teachers is more to provide students with opportunities for thinking and leave students with time and space for thinking. The simplest indicator is whether the teacher will give students some time to think after asking questions, at least give students a few seconds to think, instead of jumping to conclusions and judging whether the students will. Especially for those problems that need deeper understanding and some creativity to solve, students should have some time to think.

5. Practice design as art ... and promote the development of mathematical ability.

Cognitive psychology holds that "students' learning process is a process of transforming the knowledge structure of textbooks into their own cognitive structure." Effective practice can promote the smooth completion of this process. Classroom practice is not a simple repetition of what you have learned, but a vast world for students to master knowledge, form skills, develop their abilities and cultivate their interests. Teachers should use the art of practicing design to attract students' hearts and give them the opportunity to exercise and show their talents. After learning the arrangement combination, I designed the story of "chicken eats rice", and the students deepened their understanding of the music score through laughter. I studied probability. I designed the link of choosing the correct answer among multiple answers, which trained students to look at the problem comprehensively and strengthened the training of thinking profundity and agility. The colorful exercises deeply attracted the students, who enhanced their interest in "using force bravely". Developed thinking and cultivated perseverance.

At present, classroom teaching is still the main channel of school education. We should pay great attention to the continuous reform and optimization of classroom teaching, and emphasize the scientificity and objectivity of classroom teaching, that is, let students master basic concepts, basic principles, basic laws, basic skills and problem-solving strategies. Only in this way can we have a preliminary scientific consciousness and attitude. At the same time, it also emphasizes the humanity and sociality of classroom teaching, developing students' self-confidence and self-control, cultivating positive and enterprising good personality, emphasizing students' inner experience of classroom teaching activities, and emphasizing the integration of knowledge, intelligence, emotion and behavior. So as to stimulate students' interest in learning mathematics and improve their academic performance.