First of all, the explanation of mathematics knowledge must be comprehensive, and at the same time, there must be no lack of teaching links. Mathematics teaching content must be rigorous, reflect scientific content, use mathematics to develop students' logical thinking ability, and carry out targeted teaching according to students' level.

I. comprehensiveness

First of all, the comprehensiveness of knowledge explanation. It is necessary to prepare candidates from junior, middle and senior classes to review the knowledge of each class and master the knowledge distribution, teaching objectives and teaching priorities. For example, Pythagorean theorem in junior high school mathematics needs to explain the origin, content and proof of the theorem, with emphasis on the proof reasoning of area method.

Secondly, there is no shortage of teaching links. Each class should include four parts: introduction, teaching new knowledge, consolidating and applying new knowledge, and reviewing and summarizing homework, and each part is divided into several links or how to achieve it varies from person to person. For example, teaching new knowledge can be divided into two parts: initially proposing concepts and deepening the focus of explaining concepts.

Finally, pay attention to every student at different levels. In each class, students' learning situation is uneven. When teaching knowledge, teachers pay attention to all students, whether it is the setting of questions or the participation of students. For example, when asking questions, some students can answer and some students can't. The teacher guides them and finally helps the students who don't understand the knowledge.

Second, rigor.

The rigor of mathematics teaching content is reflected in the scientific content, the development of students' logical thinking ability and the reasonable estimation of students' acceptance ability. Candidates should accurately explain the related concepts, laws, laws, algorithms, causality and other contents in mathematics knowledge. It is also necessary to ensure the accuracy of the teaching language and not to be ambiguous or ambiguous. It is necessary to combine written language, picture language and symbol language to ensure that the concept of numbers and the meaning of formulas are clearly understood. Just like the concept of dihedral angle in high school mathematics: a figure composed of two half planes starting from a straight line is called dihedral angle, not a "figure composed of two half planes". Arithmetic of fractional division in primary school mathematics: the fractional division of a non-zero number is equal to the fractional multiplication of the reciprocal of this number, and "non-zero" cannot be omitted.

Third, fun.

Teaching methods: In the teaching process, students are the main body. When choosing teaching methods, flexible and diverse teaching methods should be adopted. There are explanation method, discussion method, demonstration method, experiment method, practice method, group teaching method, situational teaching method, game method and task-driven method Generally speaking, it is suggested to combine 3~4 methods for teaching activities in a class. In primary school mathematics teaching, it is suggested to choose explanation method, situational teaching method, experiment method and game method. In junior and senior high school teaching, it is suggested to choose explanation method, exercise method, group teaching method and task-driven method.

Teaching process: in the teaching process, we should pay attention to the key points, clear thinking, compact and reasonable structure. The arrangement of various activities also pays attention to interactive communication, which can arouse students' enthusiasm and initiative in the classroom to the maximum extent. It is divided into four parts: introducing new lessons, teaching new lessons, consolidating and improving, and summarizing homework.

① The introduction of new curriculum should focus on pertinence, inspiration, conciseness, intuition and interest. You can choose to directly introduce, review old knowledge, life cases, set questions, experiments, games and other methods. For example, the contents of primary school and junior high school are closely related to life, such as various numbers, triangles and equations to solve practical problems. You can take more examples from life, set questions, experiments, games and other methods. High school knowledge tends to be theoretical, such as functions, algorithms, conic curves, etc. And you can use more methods, such as direct, reviewing old knowledge and setting questions;

② When explaining knowledge, the new curriculum teaching should pay attention to clear thinking, proper rhythm, highlighting key points, breaking through difficulties, reasonably setting up diversified interactions and evaluating students' performance, all of which are indispensable. The ways of interaction can be group discussion, hands-on experiment, task solving, etc.

③ Consolidate and improve the knowledge points that need to be memorized, understood and mastered, and test students' mastery of this lesson by solving problems or activities, such as group competitions and games.

④ When summing up homework, we should pay attention to the ways of summing up, connecting the past with the future, suspecting and comparing, so that students can give more feedback on their knowledge absorption. In homework, it is suggested that activities, oral homework and other non-written homework should be the main ones.