With the deepening of the new curriculum reform of education and teaching, in recent years, great changes have taken place in the propositional thinking of mathematics in the senior high school entrance examination. The examination of students' inquiry ability requires higher understanding and application of mathematical thinking methods. How to reflect new thinking and changes in the teaching process under the new education and teaching situation, especially how to further improve students' ability to analyze and solve problems in geometry teaching, is urgently before us. Now we are facing this problem in our work practice. (1) Cultivate interest As the saying goes, interest is the best teacher. In geometry study in middle school, there are always some students who are bored at first and give up at last, which makes the teacher very sad. Therefore, as a math teacher, it is very important to use various teaching methods at the beginning of teaching to cultivate students' interest in learning geometry and continuously improve students' thinking ability. "A good beginning is half the battle". Therefore, we should give more play to students' subjective initiative in teaching, and use hands-on practice, group discussion, mutual assistance and other forms to fully demonstrate the truth with modern multimedia technology. For example, when explaining the judgment methods of triangle congruence, using these methods can make students change from unwilling to listen, inactive and having nowhere to ask questions in class to listening, operating and helping each other seriously. (2) Mastering the Concept Wu Han, a famous historian in China, once said: To read a good book, we must first lay a good foundation. The correct understanding and mastery of geometric concepts is the premise and foundation of solving problems. Therefore, in the teaching process, apart from explaining the ins and outs of concepts, I often spare some time in class for students to sort out and compare concepts and analyze their memories, so as to master geometric concepts skillfully. For example, the knowledge about the nature and judgment of special quadrangles is rich, interrelated and easily confused. Without a good grasp and careful memory, the cultivation of students' problem-solving ability is empty talk. (3) Expanding Ideas In geometry teaching, teachers should be good at guiding students to develop associations in the process of solving problems, and draw inferences from others to cultivate students' good thinking ability. Learning is expensive and doubtful, small doubts and small progress, big doubts and great progress. For example, in reviewing the teaching of special quadrilateral area, students suggest that the area of a diamond can be equal to half of the diagonal length product of the diamond, so the area of a square as a special diamond can also be equal to half of the diagonal length product. When the diagonals of isosceles trapezoid are perpendicular to each other, we find that the same conclusion still holds by translating the diagonals. At this point, the teacher guided the students to observe and found that the diagonals of these three figures are vertical, which is an opportunity for students to associate: in any quadrilateral with vertical diagonals, is the area equal to half of the diagonal length product? Whether this conclusion is valid and how to prove it. Frequent analysis, discussion, association and expansion in the teaching process will not only help students understand and master mathematical concepts, but also cultivate students' good thinking quality. (D) The objective method should be combined in the process of geometry teaching. We find that in the process of solving problems, students often have the phenomenon that they can understand in class and feel that they can't do it. A large part of the reason for this situation is that students do not consciously combine the goals required by the topic with the mathematical methods they can use, and the mathematical concepts to be applied to these mathematical methods are even more vague. Therefore, in the teaching process, we should always infiltrate the idea of combining objective methods. For example, in right-angled trapezoidal abcd, ad‖bc, ab⊥bc ad= 1, bd=2, dc=3, and E is the midpoint of ab, connecting de and ce. Is de perpendicular to ce? Teachers guide students to analyze together: What are the common methods to prove verticality? (1) Use the inverse theorem of Pythagorean Theorem (2) Use the three lines of isosceles triangle as one (3) Use the angular equality relation of congruent triangles (4) Conduct direct operation (5) Use the idea of bridging and other corresponding methods to make students discuss and analyze. Finally, (1) and (2) can be chosen to solve the problem. In this way, the combination of goals and methods often permeates the teaching process, enabling students to achieve clear goals and targeted goals in the process of solving problems. (5) Timely feedback According to the differences of students' abilities, teachers should explain the problems existing in students' homework in time. You can also use classroom quizzes to feedback students' mastery in time, make individual comments on students who have not understood clearly, and strengthen communication between teachers and students and cooperation between students. At the same time, students often use a few minutes before class to reflect on their mistakes in homework and quizzes, and write them down in textbooks or exercise books, so that they can think after learning and learn after thinking. (VI) Systematic summary As the saying goes: If you don't accumulate small streams, you can't become a river. Therefore, we must pay attention to combing, analogy, generalization and summary of knowledge in teaching, so as to effectively reveal the internal relationship between knowledge and achieve the purpose of mastering what we have learned. Therefore, students are often asked to discuss and summarize what they learned that day in class, which can not only improve their understanding and mastery of knowledge, but also improve their language expression ability. After each unit, I will ask students to make a unit summary to realize the qualitative change from birth to maturity and from maturity to liveliness. In short, in the education and teaching work in the new period, we should use Scientific Outlook on Development to guide the teaching work, start with cultivating students' interest in learning, pay attention to being familiar with and mastering mathematical concepts, be diligent in expanding, reflect in time, be good at summing up mathematical methods and mathematical ideas for solving problems, so as to effectively improve students' ability to solve geometric problems.