Teachers' teaching plans must be student-oriented. The new curriculum standard points out that "mathematics curriculum should not only consider the characteristics of teaching itself, but also follow the psychological laws of students learning mathematics, emphasizing that starting from students' existing life experience ... mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience."

The author believes that the key to the success of teaching lies in that teachers' "teaching" is based on students' "learning".

1. Inspire students' desire to explore knowledge based on their thinking reality. Students in different stages of development have differences in cognitive level, cognitive style and development trend, and different students in the same stage also have differences in cognitive level, cognitive style and development trend. People's intellectual structure is diverse. Some people are good at thinking in images, some are good at calculation, and some are good at logical thinking. This is a student.

Reality. The closer teaching is to students' reality, the more students need to explore knowledge by themselves, including finding problems, analyzing problems and solving problems. In the process of guiding students to feel arithmetic and algorithms, let them try, let them actively participate in the formation of new knowledge, and promptly mobilize students to speak their own methods boldly, and then let them compare the correctness and simplicity of the methods themselves. In this way, students think about arithmetic and algorithms in their own way of thinking, which is clear in their hearts and mouths.

2. When students analyze or solve problems in class, they make mistakes, especially some "regular mistakes" influenced by the fixed thinking, for example, students are influenced by decimal addition and subtraction when dealing with quotient decimal points. In view of this situation, should teachers criticize and simply deny or encourage them to speak boldly and express their views, and then let students find and verify their mistakes themselves? Of course, it should encourage students to express their views, opinions and ideas boldly. Students' self-denial of their own methods is tantamount to self-denial. In this way, the understanding of teaching knowledge is more profound, not only knowing why, but also knowing why. Moreover, students' questioning and self-denial of the problems raised, analyzed or solved by themselves is conducive to students' self-reflection ability and self-monitoring ability.

Mathematics teaching activities should abstract mathematics problems from concrete problems, analyze them in various mathematical languages, solve them by mathematical methods, acquire relevant knowledge and methods, form good thinking habits and consciousness of applied mathematics, feel the joy of teaching creation, enhance students' confidence in learning mathematics, and gain a more comprehensive experience and understanding of mathematics. Therefore, students are the masters of mathematics learning, and teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematics activities, help them master basic mathematics knowledge, skills, ideas and methods, and gain rich experience in mathematics activities.