Classroom teaching is the most basic activity that is familiar to teachers and students in schools. Everyday teachers are living in classroom and students spend most of their time learning in classroom. What on earth is their classroom life like? How does this so-called classroom teaching happen? Which principles does it follow? And how can it improve?Some students like mathematics, whereas others hate mathematics. What is mathematics classroom teaching in reality like? Why are the students who do not hate mathematics eager and diligent to study specific mathematics for "particular purpose"? What is the purpose of mathematics course in China basic education? What is the content of mathematics course? The clear and definite answer is in Mathematics Course Standard for China Compulsory Education. At the same time, how is Mathematics Course Standard implemented in classroom? What is the teachers' view on Mathematics Course Standard? What is the teachers' idea on teaching? How is the teachers' action in reality? What do the teachers want to teach the students? What do the students gain from teachers? What is the mathematics that the students experienced? What is the idea of the students on mathematics?If education reform didn't touch classroom teaching, it was not a thorough reform. That is to say, reform didn't change school life and teachers' action. Restructure of classroom teaching is a process in which classroom teaching improves continuously.In the context of comparative study of international mathematics and science, this research is undertaken, considering the realities of mathematics course reform for primary and junior high schools. We apply new ideas, methods, and techniques to construction of new teaching process. After making an analysis and study of real classroom teaching through video, we restructure the process of classroom teaching. When we reflect on the process, we will realize what classroom teaching is and study what the idea is under teaching. As a result, multimedia case with situational video comes into existence.This dissertation includes five parts.Part one: Introduction. This part briefly gives the basic view, the value, the methods, the process, and the findings of the research that adopted both qualitative and quantitative methods. This research has the characteristics of action research and case study. The purpose of this research doesn't lie in forming perfect teaching process, but focuses on the action that promotes teacher and student development by school-based teaching research. Using video cases to "narrate" the true stories that happened in classroom and reveal the reasons hidden in the stories, teacher professional development is guided and school culture of teaching research is reconstructed.Restructure of classroom teaching process and improvement and optimization of classroom teaching have teaching activities continuously developed, resulting teacher and student development. In the processes, researchers go into practice and teachers become researchers. By restructuring classroom teaching process, we explore the models of school-based curriculum development and teaching research for teacher development.Part Two: The theoretical foundations and analytical framework. There are two clues to review the existing relevant research and study. First, we review the new findings on learning theory, pedagogics, cognitive psychology, and mathematics, we establishes the analytical framework for restructure of classroom teaching process. Then we review the developmental process of video case and its theoretical foundations, we design the interfaces of video-case lessons to facilitate teachers' cognitive activities and interactions with the cases.Part Three: Teaching video and procedures of classroom teaching for junior high school geometry. In this part, five lesson studies concerning junior high schoolgeometry are narrated. The initial two lessons--"Square Definition and Property"and "Pythagorean Proposition" are analyzed separately by qualitative and quantitative methods.