The existing basic education system and textbook structure that have been implemented for many years can no longer meet the new needs, so it is imperative to update the basic education concept and reform the textbooks. The implementation of the new curriculum standards has once again sounded the horn of teaching reform, and the revolution of classroom teaching mode has quietly begun, and we are the vanguard of this revolution. I was lucky enough to use the "new textbook", learn and understand the "new curriculum standard", and carefully study the new textbook. Through several semesters of practice, I was deeply inspired and gained a lot of experience and experience. The purpose of teaching is to enable students to acquire knowledge and skills effectively, so as to promote the development of students' intelligence and the formation of sound personality. Around this goal, people explore various effective teaching methods in long-term educational practice. In various teaching methods, there are two opposing schools-"teacher-centered teaching method" and "student-centered teaching method". As math teachers, we should calm down and think about what should be paid attention to in middle school math education? At the same time, many students are still questioning, what is the use of learning mathematics? They feel sorry for their so much energy in mathematics, and have doubts and reflections on their talent in mathematics. What should middle school mathematics education pay most attention to? Mathematics education should pay attention to thinking and survival. Thinking begins with survival, and better and deeper thinking can lead to better survival. Mathematics is an abstract discipline about order and pattern, and it is a rational thinking and final judgment on the world and life. However, for a long time, our students have been concerned about a large number of complicated formulas, and they have fallen into the ocean of problems and enjoyed it. However, few students get observation and understanding of objective things and life from these boring contents, as well as recognition, strengthening and promotion of rational spirit. Mathematics not only failed to play a wise role, but also made students lose interest in learning mathematics. All teachers agree that mathematics mainly cultivates logical thinking ability, but the negative effect is that mathematics is not good, which means poor logical thinking ability and thus low IQ. On how to do a good job in junior high school mathematics teaching, this paper expounds personal views and experiences from the following aspects. First of all, infiltrate mathematical ideas and methods into junior high school mathematics teaching. The new curriculum standard "Syllabus" takes mathematical thinking method as an important part of basic knowledge, which is clearly put forward in the syllabus. This is not only an important embodiment of the nature of compulsory education in the syllabus, but also an important guarantee for students to implement innovative education and cultivate innovative thinking. The so-called mathematical thought is the essential understanding of mathematical knowledge and methods and the rational understanding of mathematical laws. The so-called mathematical method is the fundamental procedure to solve mathematical problems and the concrete embodiment of mathematical thought. Mathematical thought is the soul of mathematics, and mathematical method is the behavior of mathematics. The process of solving problems by mathematical methods is the process of accumulating perceptual knowledge. When the accumulation of this quantity reaches a certain procedure, it produces a qualitative leap and thus rises to mathematical thought. First of all, we should make clear the basic requirements and infiltrate the "level" teaching. The mathematical thinking method infiltrated in junior high school mathematics is divided into three levels, namely, cognition, understanding and application. In teaching, students are required to "understand" mathematical ideas such as the combination of numbers and shapes, classification, transformation, analogy and function. In the whole teaching process, teachers should not only let students know the application of these mathematical ideas, but also stimulate students' curiosity and thirst for knowledge in learning mathematical ideas. Teachers should constantly pursue new knowledge, find problems, put forward problems, analyze problems and creatively solve problems through independent thinking. Secondly, we should understand "thought" from "method" and guide "method" with "thought". In junior high school mathematics, many mathematical thinking methods are consistent, and it is difficult to separate them. The two complement each other and contain each other. It's just that the method is more specific and it is a technical means to realize related ideas, and ideas belong to the category of mathematical concepts and are more abstract. Therefore, in junior high school mathematics teaching, strengthening students' understanding and application of mathematical methods to achieve an understanding of mathematical ideas is an effective way to integrate mathematical ideas and methods. Third, follow the law of cognition and implement innovative education. The following principles should be followed in teaching: First, infiltrate "methods" and understand "ideas". Taking mathematical knowledge as the carrier, the teaching of mathematical thinking method is infiltrated into the teaching of mathematical knowledge. Teachers should grasp the opportunity of infiltration, attach importance to the process of putting forward mathematical concepts, formulas, theorems and laws, the process of forming and developing knowledge, and the process of summing up problems and laws, so that students can develop their thinking in these processes, thus developing their scientific spirit and innovative consciousness, and forming the process of acquiring and developing new knowledge and solving problems with new knowledge. In the process of infiltrating mathematical thinking methods, teachers should carefully design and organically combine them, consciously and imperceptibly inspire students to understand all kinds of mathematical thinking methods contained in mathematics, and avoid the wrong practices such as mechanically copying, generalizing and being divorced from reality. The second is to train "methods" and understand "thoughts". The content of mathematical thought is quite rich, and the methods are difficult and easy. Therefore, infiltration and teaching must be carried out at different levels. This requires teachers to be fully familiar with the textbooks of junior middle school, study the textbooks, try to dig out all kinds of factors that permeate the mathematical thinking method in the textbooks, carefully analyze this knowledge from the perspective of thinking method, and implement the teaching of mathematical thinking method from easy to difficult according to the different age characteristics, knowledge mastery, cognitive ability, understanding ability and acceptance ability of junior middle school. The third is to master "methods" and use "thoughts". The study of mathematical knowledge can only be mastered and consolidated by listening, reviewing and doing exercises. The formation of mathematical thinking method also has a gradual process. Only after repeated training can students really understand. In addition, to form students' consciousness of consciously using mathematical thinking methods, it is necessary to establish students' own "mathematical thinking method system", which requires a process of repeated training and continuous improvement. The fourth is to refine the "method" and improve the "thought". In teaching, we should refine and summarize the mathematical methods in time and properly, so that students can have a clear impression. Because mathematical ideas and methods are scattered in different parts, the same problem can be solved by different mathematical ideas and methods. Second, we should stimulate students' learning motivation in junior high school mathematics teaching. To stimulate students' learning motivation, students should first have a correct understanding of learning, which is the source of learning motivation. Then, stimulating learning motivation is a technical problem, that is, how to stimulate students' learning motivation. Focusing on cultivating students' interest in learning can stimulate students' learning motivation in all directions. First, skillfully set suspense in junior high school mathematics teaching to stimulate students' desire for learning. Desire is a psychological feature that tends to know, study and obtain something. In the process of learning, students can be eager to know some knowledge by cleverly setting suspense, thus stimulating their desire to learn. The second is to arouse cognitive conflicts in junior high school mathematics teaching and attract students' attention. Cognitive conflict will arouse students' sense of novelty and surprise, arouse their attention and concern, and thus arouse their enthusiasm for learning. The third is to give the satisfaction of success in junior high school mathematics teaching. Interest is an emotional cognitive tendency. In learning, if students succeed, they will have a happy mood. If this kind of emotion appears repeatedly, a relatively stable relationship will be established between learning and happiness, and students will have a certain interest in learning. Fourthly, carry out emotional communication in junior high school mathematics teaching to enhance learning interest. Teachers should strengthen emotional communication with students, enhance friendship with students, care for students, love students, and enthusiastically help students solve difficulties in study and life. Being students' intimate friends makes students have a strong sense of trust, intimacy and closeness to their teachers, and then students naturally transition to the mathematics subject that they like you to teach. Fifthly, in junior high school mathematics teaching, competitions should be held appropriately to improve students' learning enthusiasm. Appropriate competition is an effective means to stimulate students' enthusiasm for learning and strive for excellent results. Through the competition, students' sense of competition and thirst for knowledge will be stronger, and their interest in learning and perseverance to overcome difficulties will be greatly strengthened. Therefore, in the classroom, especially in the activity class, competition is generally used to organize teaching. Thirdly, we should cultivate students' innovative ability and creative thinking in junior high school mathematics teaching. To cultivate students' creative thinking and spirit, we must first change teachers' educational concepts. Rebuilding the new student-centered value orientation requires teachers to establish new teaching values, treat students as living beings, not cognitive bodies, and take students' life development as the ultimate direction. In teaching design, students are the main body and students' autonomous learning is emphasized. In the teaching process, we not only emphasize the development of all students, but also emphasize the development of individuals, so that each student's vitality can glow. In teaching evaluation, we should not only pay attention to the achievements of knowledge and skills, but also pay attention to the cultivation of emotions, attitudes and values, so as to make students develop physically and mentally in an all-round way. The key is to cultivate students' autonomy, cooperation and inquiry learning, especially whether inquiry learning is really carried out in teaching is the key to cultivate students' creative thinking. Secondly, we should pay attention to cultivating students' observation ability, which is the basis of cultivating students' creative thinking. Thirdly, improving students' guessing ability is the key to cultivate students' creative thinking. Finally, guiding students to study problems and cultivating students' questioning thinking ability are the key to cultivate students' creative thinking. Fourth, junior high school mathematics teaching should have a new concept of homework. In junior high school mathematics teaching, homework is the most basic activity for students to learn. The formation of students' mathematical concepts, the mastery of mathematical knowledge, the acquisition of mathematical methods and skills, and the cultivation of students' intelligence and innovative consciousness are all inseparable from homework. For a long time, teachers pay more attention to homework to make students form the practice function of problem-solving skills, pay attention to the short-term utilitarian value of homework, and ignore the long-term educational value. First of all, we must clarify the functional objectives of the work. The important purpose of teachers' homework design is to let students master the knowledge content of a certain subject and form some problem-solving skills, but this goal alone is far from enough. Students learn to put forward and understand problems from the perspective of mathematics, and can comprehensively use the knowledge and skills they have learned to solve problems, thus cultivating students' practical ability and innovative spirit. Therefore, the goal of cultivating students' various abilities and creative spirit should be included in the homework design, and the homework goal should be determined in a multi-level, multi-angle and three-dimensional way from reality. Secondly, the form and content of homework should be designed in an open way, so that students' learning can go to society and life. Homework design should be close to students' life, conform to students' actual living environment, and make mathematics come alive. We should integrate the knowledge of mathematics, Chinese, science and technology, fine arts, music and other disciplines and show them in various forms, so as to stimulate students' interest in learning and their enthusiasm for creation. Finally, we should evaluate students' homework comprehensively, fairly and artistically, so as to make students' creative enthusiasm higher. Teachers' comprehensive, fair and artistic evaluation of students' homework can play an inspiring and touching role. Therefore, when correcting homework, we should not only be objective and fair, but also evaluate it flexibly and artistically. First, abandon the "single" evaluation of right and wrong and advocate the "multi-directional" evaluation of advantages and disadvantages. Smart teachers can always catch a bright spot in students and praise them appropriately, thus mobilizing their enthusiasm for learning. The same should be true of students' homework evaluation, which should not only evaluate the mastery of knowledge and skills, but also evaluate factors such as will, quality, interest and habits, and evaluate students' creative consciousness and innovative habits in the process of homework. Praise the advantages in principle and attack by innuendo the shortcomings, which not only protects students' self-esteem, but also stimulates students' enthusiasm for learning. The second is to "despise" the homework results and "value" the homework process. The evaluation of students' learning should not only pay attention to the results of students' learning, but also pay attention to their learning process and learning level. Teachers should not regard the correctness of homework as the only criterion for students' homework, but should look at how he thinks and does it. The same answer, some methods are simple, some methods are cumbersome, some are the result of students' own brains, and some are parents' "masterpieces". It is unfair to give the same evaluation, and it will also greatly dampen students' enthusiasm and innovative spirit. Third, adopt a variety of homework evaluation methods to deal with students' homework tactfully and artistically. The only mode of homework evaluation should be three-dimensional, interactive and multi-directional, and more attention should be paid to students' collective evaluation.