In order to have more targeted and purposeful teaching, teachers should explain the teaching contents to students according to scientific teaching plans in the teaching process, so that students can make clear their learning goals and make reasonable learning plans for themselves. Therefore, before class, teachers should combine the mathematics syllabus and teaching content to define the teaching objectives, study the teaching plan according to "knowledge and ability, process and method, emotional attitude and values" and the characteristics of students' physical and mental development, and integrate the guidance plan into the teaching plan, so that the guidance plan can be effectively implemented in the teaching process. In this way, teachers can improve the quality of classroom teaching and show students a unique classroom teaching model. For example, when studying the second volume of Grade One, the teacher should let the students understand the characteristics of the plane graphics they have learned and describe the characteristics of the sides of rectangles and squares in their own language; Let the students perceive the relationship between the pictures they have learned. And let students experience some characteristics of rectangle, square, triangle and circle through observation and operation activities; Perceive the relationship between the learned figures. So as to cultivate students' awareness of communication, cooperative inquiry and innovation with mathematics. Only when teachers have reasonable and clear teaching objectives can they guide students to learn digital knowledge.
2. Build a complete teaching system
As far as mathematics teaching is concerned, teachers should construct a complete teaching system according to the actual teaching situation and students' learning characteristics, so that students can still learn mathematics knowledge in the teaching system while studying, so that students can accurately understand mathematics content and enhance their perceptual knowledge. Secondly, when building a complete teaching system, teachers should inspire and encourage students, let them face the problems in their studies bravely, help them build good self-confidence and enable them to complete their learning tasks independently. For example, when studying the second volume of acute angle and obtuse angle in senior two, the teacher encourages students to analyze the first volume of senior two by themselves, so that students can learn new knowledge through old knowledge, let students learn how to distinguish an angle from a right angle, know that the size of an angle is related to the degree of opening of both sides, and let students use a triangle to judge whether an angle is a right angle. Then, in the teaching of acute angle and obtuse angle, let students identify acute angle and obtuse angle independently and correctly, and let students draw obtuse angle and acute angle.
3. Enhance students' thinking ability and creativity.
In the teaching process, teachers should make rational use of tutorials to cultivate and improve students' thinking ability and creativity, so that students can learn mathematics knowledge pertinently and pertinently in the learning process, so that students can find pleasure in learning mathematics knowledge, master rich mathematics knowledge and learn correct problem-solving skills. For example, when learning the conversion between fractions and decimals, students can understand and master the methods of conversion between fractions and decimals through teaching, so that students can skillfully and correctly convert between fractions and decimals. Cultivate students' ability to solve problems by comprehensively applying the mathematical knowledge they have learned, and cultivate students' awareness of applying mathematical knowledge to solve practical problems. In this process, teachers should let students learn independently to stimulate their creative thinking ability.
4. Cultivate students' sense of group cooperation
In the process of letting students study in groups, first of all, teachers should cultivate students' awareness of group cooperation, let students realize the importance of group cooperation, and let students actively explore communication teaching problems in group cooperation. Then, teachers adopt the teaching method of group cooperation in the actual teaching process. For example, when studying "The Circumference and Area of a Circle", the teacher asked the students to talk about the relationship between diameter and radius in groups, understand the significance of pi, and let the students study the approximate value of pi, so as to effectively find out the circumference and area of a circle. At this point, students can realize the significance of group cooperation, so as to actively communicate and interact with group members.