Mathematics evaluation, observation and evaluation in senior high school is one of the important ways for teachers to improve their professional level, and it is also one of the main forms of school-based research. Classroom evaluation can find the bright spots worth developing in mathematics classroom teaching, reflect on the design and implementation of classroom teaching, and then improve and perfect their own classroom teaching, promote students' mathematics learning ability, and make mathematics teachers get different degrees of sustainable improvement and development on the original basis. Evaluation standard of new textbooks: 1. Teaching purpose. Including the depth and breadth of knowledge; Skills training, ability training, ideological and moral quality and psychological quality. Whether the formulation of teaching objectives is based on "Mathematics Curriculum Standards for Primary and Secondary Schools". Does the teaching goal reflect the overall connection of the three-dimensional goal? Does the goal statement specifically describe the development requirements that students should obtain in basic knowledge and skills, mathematical ability and mathematical thinking through mathematics classroom teaching? Does it present the process of knowledge development and the requirements of mastering methods, improving thinking, cultivating ability and cultivating emotional attitude in the process? Does the teaching goal conform to the students' cognitive development level and psychological characteristics? Does it have the characteristics of mathematics and meet the actual level of students? 2. Selection of teaching materials. Including the consistency between embodiment and teaching purpose; Pay attention to the reflection of "foundation and innovation", "knowledge and application" and "teaching students in accordance with their aptitude", and select and deal with the reflection of teaching materials (including examples and exercises) on the basis of referring to the contents of teaching materials and combining with students' reality. Do you pay attention to establishing the substantive connection between new mathematical knowledge and existing related knowledge, and keep the consistency of mathematical knowledge and thinking methods? Are error-prone and confusing mathematical concepts or problems reproduced and corrected in a planned way, so that knowledge can be consolidated and improved in a spiral way? 3. Teaching process. This includes thinking about correctly handling the relationship between teaching and learning. On the one hand, provide the background materials of knowledge appropriately, create teaching situations, and use the knowledge provided to let students understand the essence of mathematics; On the other hand, we should guide students to think actively, organize students to actively participate in learning activities, and pay attention to cultivating students' innovative spirit and practical ability. In addition, it also includes the ability to deal with feedback and adjust, summarize and summarize in teaching. Whether to put forward a series of questions in the recent development area of students' thinking, so that students can face moderate learning difficulties, stimulate students' interest in learning, inspire all students to think independently, improve students' participation in mathematical thinking, guide students to explore and understand the essence of mathematics, and establish the connection of relevant mathematical knowledge? Is the design of the exercise planned and hierarchical, so that the exercise has a suitable gradient, which is meaningful and effective? Appropriate use of mathematical thinking methods: set thinking, symbolic thinking, transformation thinking, combination of numbers and shapes, corresponding thinking, reduction thinking, statistical thinking, extreme thinking, classification thinking, etc. 4. Teaching methods. Pay attention to the necessity and effectiveness of using modern teaching methods, including the reflection of the necessity of using charts, models, projections, videos and computers, and the reflection of using these means to correctly play the teaching role. Computer-aided instruction is used to stimulate students' interest in learning. Computer with pictures and texts, integrating sound, text, color and image, provides students with the opportunity of "seeing, thinking and doing", which is conducive to stimulating students' interest in learning, promoting their enthusiasm and initiative in learning, opening up teaching and developing students. The geometric sketchpad has powerful drawing, animation and calculation functions. It can make up for the defects of conventional teaching and vividly reproduce the process of mathematical thinking and mathematical experiment. Proper use of geometry sketchpad in the auxiliary teaching and inquiry activities of plane geometry, function and solid geometry can achieve good results. 5. The form of evaluation is selective evaluation or discussion evaluation. Teaching methods should pay attention to the adaptability and development of students' cognitive ability and psychological level. Including the implementation of teaching principles and the correctness and sufficiency of learning theory, while paying attention to the pertinence and flexibility of teaching methods, it also reflects the effectiveness of learning guidance. 6. Comment on professionalism: mathematical literacy. Whether we can accurately grasp the concept and principle of mathematics, correctly understand the mathematical thinking method and essence reflected by mathematical content, and grasp the internal relationship of mathematical knowledge. Are there any scientific mistakes, knowledge flaws and common sense mistakes in the teaching process? Teaching accomplishment. Whether we can accurately grasp students' mathematics learning psychology and effectively stimulate students' mathematics learning interest; Whether various teaching methods can be carried out according to students' thinking development level and whether heuristic teaching ideas can be implemented; Can you properly grasp the "degree" of students' guidance in mathematics learning activities, have good teaching organization and the ability to improvise? (1) Language: the embodiment of correctness, popularity, conciseness and appeal. (2) blackboard writing: the correctness, neatness and aesthetics of words, tables and drawings, as well as the systematic and eye-catching embodiment of blackboard writing design. (3) Observation: Observe the reflection of students' dynamic activity ability. (4) Listening: Listen to the reflection of students' ability to answer and ask questions. (5) Teaching attitude: the reflection of responsible, kind and infectious teaching attitude. 7. Evaluation of teaching content: Does this class reflect the essence and present situation of students' learning mathematics knowledge? Is the internal logical relationship with related knowledge clear? Is the structural analysis of mathematical concepts, principles, rules and formulas that students must master the core? Is it appropriate to choose and use typical materials closely related to mathematical knowledge? Is the emphasis on teaching prominent? Have you considered how to break through and achieve a breakthrough in difficulties? Is it necessary to reorganize the content of the textbook to make it more in line with the reality of students' mathematics learning? Do you plan to set up a series of questions around the essence and logical relationship of mathematical knowledge, so that students can get the training of mathematical thinking? 8. Evaluate the teaching effect: Are students' initiative, enthusiasm and participation in learning mathematics fully reflected in mathematics classroom teaching? Is it possible for each student to achieve "double basics" on the existing basis, develop mathematical ability and thinking quality, and meet the requirements of teaching objectives in terms of accuracy, speed and quality of learning?