One of the characteristics of the new textbook is "basic, rich and open", that is, the teaching content is basic and rich, and the presentation form is rich and open. Therefore, when preparing lessons, tutors should carefully explore the teaching material resources, present rich and colorful perceptual materials as far as possible, and leave some room for students of different levels to think. Pay attention to the following questions when preparing lessons: 1. Prepare teaching materials-make full use of teaching materials, but don't stick to them. Although the new textbook can design rich and vivid situations for students to learn and use mathematics in specific situations, sometimes it is inevitable that it will not adapt. This requires teachers to use teaching materials creatively when preparing lessons according to local conditions, so as to better serve students' learning. Teaching materials are just a carrier, which needs to be explored and created by every student. Teaching is a process of curriculum re-creation, continuous development and enrichment. Therefore, in preparing lessons, teachers should not "teach" textbooks, but should use textbooks to organize various activities, be close to students' lives and design teaching according to students' needs. How to deal with the relationship between text content and students' needs? Generally speaking, according to their own teaching experience and understanding of students, targeted selection and preparation. However, in classroom teaching, we should respect students' needs and encourage them to develop themselves. 2. Prepare students-understand students' existing knowledge background and life experience. Not learning doesn't mean nothing, and learning doesn't mean owning. The characteristic of the new textbook is to closely connect with the reality of life and create specific situations. When preparing lessons, the tutor should also fully understand the students and teach them with textbooks instead of teaching them. When preparing lessons, teachers may need to go among students to understand their interests, knowledge reserves and topics they care about. In order to fully understand the students, we might as well seriously answer the following questions when preparing lessons: (1) Do students already have the necessary knowledge and skills for new learning? (2) Have students mastered or partially mastered the knowledge and skills required by the teaching objectives? What parts are not mastered? How many people have mastered it? What is the degree of mastery? What knowledge can students teach themselves? What needs the teacher's instruction and guidance? The above questions can be understood before class. If we accept a new class and new teaching tasks at the beginning of the semester, then we will make a new analysis of the new situation. For example, I am a sixth-grade math teacher this semester and have never taught. In order to teach better, I want to know the students and see what they have learned, so as to understand the students' learning foundation and accurately grasp the relationship between knowledge. In preparing lessons, tutors should focus on students' development and establish the concept of serving students' learning. In preparing lessons, there should also be the design of questions, students' discussion and teachers' guidance on students' learning ... Only in this way can teachers respect students, give full play to students' main role, give each student space for independent thinking and opportunities for self-expression, let students actively participate in learning in a relaxed, democratic and harmonious atmosphere, and change receptive learning into autonomous and inquiry learning.