Mathematics is a discipline originated from life and practice, and it is the crystallization of wisdom of the development of human society. Our ancestors attached their thoughts to mathematical problems and passed on their wisdom for us and our descendants to understand and inherit, thus promoting the development of human society. As a mathematics educator in the new era, I wonder how many colleagues have considered what is the essence of mathematics education? Is our current educational model fulfilling this important historical mission? In the years of high school mathematics education, my answer is no. If we do a survey among today's primary and secondary school students, I think there is a figure that will make all our math educators feel extremely ashamed. More than 80% students will answer that they don't like math, and they don't like it very much. Maybe many teachers think that mathematics itself is very difficult, and students don't understand and like it. So they are used to the students' performance. Is that really the case? Are our teaching methods correct? Is it just to let them pursue high marks, instill theoretical knowledge every day, and a large number of exercises are the only means of teaching in primary and secondary schools? In today's social life, there are many people who get high scores, but are they omnipotent in real life? Many people's practical ability can be said to be far from those with poor grades. As the saying goes, a genius is only one step away from a fool. If my teaching methods can't impart real mathematical thinking to our students, maybe we will cultivate a bunch of fools instead of geniuses. So how can we really teach our math class well? I think a reasonable life combination is the key. Mathematics teaches our students the ability to analyze and solve problems. Many times, we can turn the most interesting problems in their lives into our math problems, and combine many popular problems in society with our math problems. In fact, everything in the world has its similarities and unexpected practices. We often get unusual results, so many times we have to think further and attach our mathematical thoughts to the problems they are interested in from the students' nature. This not only achieves the purpose of imparting mathematics knowledge, but also is the real purpose of our mathematics education, teaching them how to analyze and solve problems encountered in real society. As far as human nature is concerned, no one can do what he doesn't like, so think more about our education methods. Isn't it trying to improve their ability to analyze and solve problems? We live in the society, don't we solve these problems every day? Isn't the ability to evaluate a person in society just by the speed at which he solves problems? So, don't always limit yourself to the score in that man's mind. I have always believed that the traditional education in our country is increasingly divorced from the essence of our teaching, especially the essence of mathematics teaching, and the educators in our country have basically not figured it out. Every day, I only know that students spend a lot of time doing a lot of test questions in exchange for that poor score. Finally, in exchange for a sentence, "What's the use of mathematics we have studied for more than ten years?" This has to make us mathematicians feel ashamed, which is the price that many of us have paid all our lives. After retirement, many people said smugly, I have devoted my life to the education in China. Worthy of the title of "the most glorious career in the world". Really sad! Mathematics is a subject that gathers human wisdom. If our math education really finds her education method. I think every problem in life can be solved by this, so what is the essence of mathematics education? When I study the math test questions in our junior and senior high schools, I often associate the ideas and methods of solving a problem with many fields in my life. For example, the overall analysis process when a general makes a decision on a war, the investigation and analysis process of the whole market when an investor wants to invest in a project, a criminal investigation case, and the final analysis and reasoning process of the police at the scene. Aren't these actually the same as our thinking of dealing with mathematical problems according to conditional analysis? It is the difference between reality and theory, two different ideologies. The principle is essentially a matter of time, and the ideas are interlinked. However, when I entered the classroom of the school, I found that the teachers basically didn't have such an idea. Even many experts and professors are only studying the application of the solution to the test questions. It is rare to connect the two, and many people feel it is unnecessary to say it. I think on the contrary, genius and fool are often only one step away. If we can link the two, the teaching methods will be colorful and superb, and students will not only like mathematics, but also really understand the mystery of mathematics (which of course requires our teachers to have a high level of knowledge and thought). So I think mathematics is life, and the essence of our mathematics teaching is to return to life! If every child wants to live a sunny and happy life and the teacher does not change the concept of mathematics education, it is empty talk!