"National Compulsory Education Mathematics Curricular Criteria" and "General Senior High School Mathematics Curricular Criteria" (Experiment) are respectively issued in 2001 and in April 2003. Some of these ideas which are advocated are the bright spots and the keys of the mathematics curriculum reform. For example, two standards all emphasize that learning mathematics can not be limited to accept, memorize, imitate and practice, which should be initiated the ways of learning mathematics which are self-exploring, handing on and practicing, cooperating and exchanging, reading and self-learning etc. under the direction of this concept, "task-based learning" and three plates "mathematical modeling", "inquiry learning","mathematics culture" are separately added in the Compulsory Education Curricular Criteria and the Senior High School Mathematics Curricular Criteria. All these have created favorable conditions for the students forming initiative, various methods, stimulating interest in learning math, developing the habit of independently thinking and actively exploring, and these also enable the students to experience the role of mathematics well in the solution of actual problem, the link of mathematics and daily life and other disciplines. Otherwise, these can also promote the students to form and develop the consciousness of mathematical application, to enhance the practical ability.But since the new curricular standards have implemented for five years, what on earth is the development situation of the mathematics task-based learning in the junior and senior high school. How do the teachers teach the mathematics task-based learning. These will be the focus of this paper.The paper starts from dating from historical development skeleton of task based-learning, and defines the "task-based learning" on the basis of the previous research. Simultaneously , the author also compared it with project-based learning and focused on the theoretical basis of task-based learning from three aspects.In the hard-core of this paper, the author first scheduled the questionnaire, then investigated and compared the current situation of task-based learning in the junior and senior high school. Finally, came to the following conclusions: The mathematics task-based learning is not effectively carried out in the middle and high school, moreover, the situation of middle school is worse than that of high school.In the course of carrying out task-based learning, the difficulty or the resistance that the teachers met according to the important degree are in turn: the pressure of examination is great, or the teachers’ and the students’ time is insufficient because of the examination’s pressure; the students’ mathematics achievements are bad or are not interested in task-based learning; teachers’ knowledge and ability are insufficient; The materials of task-based learning in the textbooks are improper and the teachers can not find good projects; besides the author also analyzed the causation of the findings.To some questions of the survey, the author summed up the principles which should be followed and the ways of choosing the project materials, five kinds of operation modes of the teaching of mathematics task-based learning; Several kinds of relations which should be dealt with well and some teaching strategies in the class through analyzing and thinking some teaching cases of task-based learning.Given the above two parts, some advices were given to the administrative department of education、teaching and research group of the schools and the teachers who will carry out the task-based learning. I hope these can bring some useful enlightenments and reflections for the teachers and mathematics educational researchers.