In the process of teaching design of a math class, it is necessary to create a situation related to the current learning theme, which is as real as possible, which is conducive to students' understanding of the thematic significance of what they have learned. Carefully consider what materials, information and knowledge students need to consult when solving problems. Make full use of various teaching forms to stimulate students' curiosity and arouse their initiative and enthusiasm in learning mathematics.
Second, pay attention to close contact with students' life world.
In the teaching process of a class, let students use their existing life experience and knowledge experience in familiar life situations, treat the new knowledge of this class correctly, fully realize the close relationship between mathematics and life, and students will be more active in learning, so they love learning, are willing to learn, and have a closer relationship with teachers.
Third, attach importance to highlighting the practicality of mathematics learning.
Applying what you have learned is always the direct purpose of education. Providing more practical opportunities for students to participate in more social practice is a necessary condition for their healthy growth, and it is also a basic requirement for talents in social development. What students learn in school can only become vivid if they are combined with rich social practice; Only through one's own personal practice can knowledge become substantial and profound. In the teaching process, students should experience, experience, feel and explore in specific mathematics teaching activities, and abstract some practical problems into some mathematical models for necessary explanation and application.