It mainly reflects whether students are in the best psychological state in their learning activities.

Performance: (1) The best state of attention: concentration, concentration, concentration and stability.

(2) The best cognitive state: clear perception, keen observation, active thinking, rich imagination and firm memory, and the brain is in the best state of excitement.

(3) The best emotional state: earnest, enthusiastic, interested, energetic and lively.

(4) Best will: strong motivation, curiosity, initiative, overcoming difficulties, self-control and perseverance.

2. The degree of students' participation in learning.

It mainly evaluates whether the teaching design conforms to the actual level of students and whether the thinking space left behind can stimulate students' cognitive needs. American educational psychologist Brula's "Mastery Learning Theory" holds that: "As long as there are suitable learning conditions, the learning ability, learning efficiency and motivation of most students will become very close. The three variables that cause students' individual differences are: students' experience and ability, and students' active participation. Teachers' teaching adapts to students' level. " It shows that any student can give full play to his potential in his own situation, get the least help in his own way, and achieve the same learning goal.

3. The display space of students' innovative consciousness and exploration spirit.

This paper mainly evaluates the reasonable transfer of students' self-study ability structure and creative thinking level in learning activities, including: reading mathematics textbooks independently and solving new problems with existing knowledge methods, self-organizing learning activities and feedback, the unity of divergent thinking and convergent thinking, the organic combination of intuition and analysis, and the participation of creative imagination.

4. Master basic knowledge and skills.

It mainly evaluates whether students' ability to master the "double basics" is scientific and reasonable, and whether the formation process is efficient, time-saving and independent. Mastering knowledge should include four aspects: what it is, where to find it, how to learn it, and what is the use. It is not the same as memory or imitation.

5. Students' ability to use mathematical knowledge to solve problems around them.

It mainly evaluates students' understanding of mathematics from life, discovering and abstracting mathematical laws from collecting and sorting out information, observing and answering practical problems in life from a mathematical perspective, including: collecting life information before class, communicating, sorting out and analyzing information in class, and recognizing and imagining innovative practical information with what they have learned. It truly embodies that mathematics comes from life and mathematics serves life.

The key to students' enthusiasm for math class is that teachers respect students' personality. Teachers should try to reduce the behaviors stipulated by teachers in class. As long as teachers pay attention to students' words and deeds, they must encourage students. Teachers should be good at discovering students' learning personality, guiding and developing it, and avoiding the formulation of the learning process; Mathematical reasoning is integrated into life situations, and childlike interest overcomes monotony. The survey data shows that primary school students like a teacher because they like the subject taught by the teacher, and then show their best psychological state in class.

"The optimization of teaching is that all the activities designed by teachers can inspire students' thinking and get the maximum gain with the least time and energy. "Teaching design should be based on students' life examples, provide students with materials to participate in the learning process in the form that students are most interested in, and ensure the content and time of students' activities. How to learn? Back to students, teachers can provide learning materials instead of explanations, and sort out original information instead of processing; We should believe that every student can learn math well at different levels with different speed and methods. Teachers should encourage students to think independently, help each other learn, and dare to express new ideas and practices. Only by truly forming an open classroom and designing open questions can students take the initiative to participate and cultivate their awareness of exploration, innovation and practice. Primary school mathematics should be regarded as applied mathematics rather than pure mathematics, and abstract book contents should be visualized in teaching, and boring practice should be gamified. Let students use mathematical thinking methods to solve the problems around them and feel that learning mathematics is the need of life. Change "I want to learn math" to "I want to learn math".