First, based on teaching materials, pay attention to students' independent construction of mathematical knowledge. In mathematics teaching, we often hear some teachers complain that "the teacher has talked many times, but the students still haven't learned". In fact, these teachers don't realize the essence of mathematics learning. From the perspective of constructivism, mathematics teaching is a process in which students construct their own mathematics knowledge. In this process, students interact with textbooks and teachers, form mathematical knowledge and skills, and develop emotional attitude and thinking quality. Therefore, we should fully understand the medium between teachers' teaching and students' learning-teaching materials, and give full play to the role of teaching materials on the basis of correct understanding, so that students can construct mathematics knowledge independently. For example, "percentage", the knowledge points of teaching are very clear, including the meaning and writing of percentage, the reciprocity of percentage and fractional decimal, and solving problems with percentage. After careful study, we can find that the textbook attaches great importance to the connection and application of mathematics and real life, and introduces a large number of percentages in life to understand the meaning of percentages. The textbook also attaches importance to the setting of mathematical activity situations and cultivates students' innovative consciousness and exploration spirit. In the words of the elf: Can you tell me the specific meaning of these percentages? Can you express a score as a percentage? In practical application, when it can reach 100% at most, when it cannot reach 100%, it can exceed 100%, which creates an environment for students to discuss, communicate and explore, stimulates them to think positively, deeply understands the meaning of percentage and feels the application of percentage in real life. Secondly, on the basis of teaching materials, the comprehensive implementation of teaching objectives is the core content of mathematics curriculum standards, and curriculum objectives reflect the new requirements for mathematics teaching and student development. The goal of teaching is not only to let students master the necessary knowledge and skills, but also to inspire thinking, solve problems and develop emotional attitudes. That is to say, mathematics teaching is no longer just to impart knowledge and skills, but to let them participate in mathematics activities. In mathematics activities, they can understand their living environment and society from the perspective of mathematics, develop students' rational spirit, innovative consciousness and practical ability, and cultivate their courage and self-confidence to overcome difficulties. Therefore, we need to base ourselves on the teaching materials and analyze and use them with a correct sense of purpose. For example, in the teaching of "circle", we found that from the perspective of students' cognitive starting point, students have corresponding knowledge reserves about the circle and have already felt that the radius determines the size of the circle. Therefore, we can break the traditional teaching and introduce the basic activity of "drawing a circle", so that students can directly feel the relationship between the circumference and radius of a circle (the distance between two feet of compasses) and skillfully enter the exploration of the circle. In teaching, provide students with opportunities for hands-on operation and cooperation as much as possible, so that they can experience the process personally. Through experiments, group measurement and calculation, they can find something * * * according to the newly obtained data, and finally find the relationship between the circumference and radius of a circle, and then draw the relationship between the circle and the diameter through reasoning, and summarize the calculation formula of "the circumference of a circle", so that students can better construct and internalize their knowledge. In this way, students-oriented, break through the constraints of teaching materials, help them truly understand and master basic mathematical knowledge and skills, basic mathematical ideas and methods in the process of independent exploration, gain rich experience in mathematical activities, and truly change from the original computational geometry to experimental geometry. Third, based on textbooks, appropriately enhance the practical value of mathematics. Certain exercises are an indispensable part of learning mathematics and an important part of teaching materials. To learn and understand the textbook, we need to study the practice arrangement of the textbook. First of all, we should analyze the content and function of the exercise arrangement. Generally speaking, the exercises in the textbook have both overall conception and local thinking, and each exercise has the intention of arrangement. To learn and understand the textbook, we need to analyze what the exercises are, how to arrange them, and what the intentions are, so as to organize students to practice purposefully and achieve the expected results. For example, in the first day of junior high school, 9 plus several is mainly calculated by the method of "adding ten", and the 1 question of "thinking about doing" can be calculated by the method of "adding ten", with dynamic picture prompts; The second question requires students to circle 10 before calculation, gain experience of "doing ten" through their own actions, and deepen their feelings about the process of "doing ten"; The third question, through the comparison of problem groups, gradually get rid of intuitive dependence and master the abstract calculation process of "ten-complement method"; The fourth question applies the method of the society to carry out calculation exercises to improve the correctness and proficiency of calculation; Question 5: Calculate and sort out the formula of 9 plus several, and master the calculation of 9 plus several completely. Mathematical knowledge is all-encompassing and extremely rich, but in the complicated knowledge system, it has its unique structure, its own laws and the unique charm of this subject. Mathematics teaching not only shoulders the same educational function as other subjects, but also has its own unique mission-to promote the development of students' thinking quality. Therefore, starting from the reality of teachers and students, based on the teaching materials, breaking through the teaching materials and teaching around the essence and laws of mathematics teaching are the soul of mathematics teaching.