First, try to introduce learning content based on practical problems, ask questions in life situations, and enhance the interest of mathematics. The characteristics of the new textbook are close to life and close contact with practice. This requires us to create problem situations in teaching, distract students' thinking, attract students to actively use their brains and actively participate in learning. At the same time, students are encouraged to use their existing knowledge and experience to find solutions to problems, such as reasoning, observation, comparison, analysis, synthesis, generalization and induction. Introducing practical problems into teaching can improve students' interest in learning. On the one hand, modern learning methods emphasize learning through questions, and regard questions as the driving force, starting point and main line throughout the learning process; On the other hand, problems are generated through learning, and the learning process is regarded as the process of discovering, putting forward, analyzing and solving problems, which requires teachers to pay attention to the formation and cultivation of students' problem consciousness in teaching. Seek a solution to the problem. Second, increase the opportunities for students to discuss and communicate in class, and the opportunities for teachers and students to interact, so that students can experience happiness in the cooperation of the new curriculum. Teachers and students are the main body of teaching activities. Teachers are the main body of teaching and the guides and instructors of students' learning. Students are the subject of learning, the undertaker of learning tasks and the subject of understanding in the teaching process. Teachers should guide students into the learning process and cultivate students' good thinking habits and awareness of questioning and inquiry. Therefore, teachers should make full use of the logical characteristics of mathematics itself and use the teaching principles of intuition and process to stimulate students' interest and enthusiasm, provide students with vivid and intuitive materials, guide students to observe, and let students fully practice and explore exchanges. Third, pay attention to openness. Because of different knowledge level and social experience, each student has different understanding and grasp of the same problem. Based on this understanding, the new curriculum standard particularly emphasizes that everyone learns useful mathematics, and different people learn different mathematics, and different people get different development in mathematics. This requires teachers to leave enough thinking space for students from the selection of exercise content to the presentation of exercise form when designing exercises. The traditional exercise design has the same characteristics: certain conditions and unique answers, and there are great defects. It hinders the development of students' personality, often leads to students' long-term rigid thinking, which is obviously unfavorable for cultivating students' innovative spirit and practical ability. Therefore, in teaching, we should design some open exercises to provide students with broader creative space and stimulate their thinking of seeking differences. Fourth, focus on innovation and exploration. Innovation is the requirement of the times and the important task of today's mathematics teaching. Therefore, inquiry teaching has been added to the new textbook. In teaching, teachers should cultivate students' innovative ability through thematic and comprehensive discussion and exploration. If we can guide students to think about new textbooks from multiple angles, explore their general laws and essence, and dig deep into the ideological content of textbooks, we can cultivate students' innovative ability. This also embodies the educational concept of "student-oriented development", which allows students to understand the creative thinking process of mathematicians and stimulate their creative thinking and innovation ability.