The new curriculum standard points out that students' mathematics learning activities should not be limited to acceptance, memory, imitation and practice. High school mathematics curriculum should also advocate independent exploration, hands-on practice, cooperation and exchange, and pay attention to the cultivation of students' emotions, attitudes and values. This requires our teachers to lay down their authority and change the former "teacher-centered" to "student-centered", which fully reflects the subjectivity and initiative of students. The setting of teaching objectives has also changed the consistent wording: "Make students ……", which embodies the three-level objectives: knowledge and skills-process and method-emotion, attitude and values. Teachers should always have students in mind, design problems from the students' point of view, choose examples, become students' collaborators, promoters and guides, create a good classroom atmosphere and humanistic spirit, cultivate students' positive emotions and attitudes in learning mathematics, and form correct and healthy values and world outlook. Therefore, in teaching, I often insist on such a practice: teachers talk as little as possible in class, mainly to make a lot of time and space for students, so that students can learn more actively, actively and personally. It is precisely because of the deep participation of students that we can achieve the efficiency that teachers can't achieve in the past. Why? This can also be discussed from what is the essence of teaching.

What is the essence of teaching? What are the roles of teachers and students in the teaching process? Our teacher will now say that teaching is a special cognitive activity. In classroom teaching, teachers are the dominant, students are the main body, and so on. But the question is, does our teacher really understand the word "guide"? Have our students really become the main body of learning?