As the saying goes, "there is no fixed teaching method, and each has its own teaching method." Especially under the requirements of the new curriculum, the current teaching is no longer just imparting knowledge, but giving full play to students' subjectivity and teachers' dominant position in the classroom. Under this premise, students can learn knowledge independently. If teachers want to achieve this goal, they must prepare lessons well. Moreover, since the new curriculum reform, the role of teachers has changed greatly, from the previous "full-hall irrigation" teaching to the current "student-centered cooperative inquiry learning", which fundamentally changed the status of students and teachers; It has changed the traditional teaching mode of teachers' speaking and students' listening, thus changing teachers' teaching methods. So, how can we have a good math class in practical teaching? I will briefly explain it from the following aspects.

First, in today's new curriculum reform, teachers must change the previous teaching methods.

Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Therefore, in the actual teaching process, each of our teachers must closely contact with students' real life, experience and knowledge, and create a problem situation conducive to students' autonomous learning. Every math teacher must clearly realize that he is the organizer, guide and collaborator of students' mathematical activities.

Second, students should have a strong interest in learning.

In my opinion, no matter how good a teacher (even a professor) is in a class with a weak learning atmosphere, he can't attend a math class in his class. Why? Because students don't want to learn and don't like to learn, they think that coming to school to study is to come to school to play. The teacher on the podium is thirsty, but the students under the stage don't agree. The teachers arranged cooperative study and discussion with each other, but the students were motionless and even unwilling to speak. Therefore, in order to have a good math class, students must have a strong interest in learning, which requires teachers to cultivate students' interest in learning.

Third, at the beginning of class, teachers should do a good job of "threading the needle"

Interest in learning is the most direct factor that affects students' learning consciousness and enthusiasm. Therefore, at the beginning of class, teachers should try to stimulate students' interest in learning. How can we stimulate students' interest in learning? "Guidance" is an important symbol for teachers to play the role of "threading the needle" in classroom teaching, and it is also a guarantee for students to play the main role. There are two aspects of teachers' guidance in mathematics classroom teaching: intellectual factors and non-intellectual factors. In students' intellectual activities, teachers' timely guidance plays the role of "inducing" and "pulling" students' thinking. In my teaching practice for more than six years, I think "guidance" plays a vital role in the beginning of a math class.

Fourth, in the teaching process, we should pay attention to the learning interest of underachievers, so that they can have the motivation to learn, thus promoting the deepening of classroom teaching.

In class, teachers should enthusiastically appear in front of the underachievers, sincerely serve the underachievers, make the underachievers increase their interest, feel the fun of learning mathematics well, have enthusiasm for mathematics, and establish their enthusiasm and confidence in learning mathematics well. In order to make the underachievers have the determination and perseverance to learn, our teachers must strengthen their sense of responsibility and try their best to stimulate their interest in learning through various channels, but we should also pay attention to maintaining, consolidating and developing their interest in learning. In the teaching process, teachers should gradually change the current situation of overemphasizing learning, rote learning and mechanical training in the course implementation, advocate students' active participation, willingness to explore and diligence in practice, and cultivate students' abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating. In addition, teachers should also create learning situations that are closely related to students' living environment and knowledge background and are of interest to students. In addition, in the teaching process, teachers let students observe in mathematics learning, change the teaching method based on explanation, and guide students to participate in exploration and exchange learning activities. The personality characteristics of mathematics learning should be respected by teachers, allowing different students to understand problems from different angles, express their thoughts in different ways, and solve the same problem with different knowledge and methods.

Fifth, reasonably design classroom assignments.

After the new lesson, the teacher should assign homework. I think that when assigning homework, we should do less, and students should do intensive reading class after finishing it, which will play a role in reviewing, thus deepening students' consolidation of this math class.