Due to various reasons, the math scores of rural primary school students in our town are not satisfactory as a whole. After years of mathematics teaching, I talk about several ways to improve the quality of primary school mathematics teaching and students' comprehensive quality in a large area as follows. First, optimize the relationship 1. Correcting the relationship between teachers and students: For a long time, teaching has always emphasized "the dignity of teachers". In the classroom, teachers often condescend and adopt the practice of "teachers speak and students listen", "teachers act and students watch" and "teachers write and students copy". Students are in a passive state and become "containers" for accepting knowledge. Improving teaching quality on a large scale: The first task is to straighten out the unequal teacher-student relationship in the past and create a relaxed and harmonious teaching atmosphere. Especially in primary schools, because the psychological development of primary school students is still immature, teachers' words and deeds will have a great positive effect on students. Therefore, in the classroom, teachers should not put on a "shelf" of "respecting teachers and attaching importance to teaching", and the language should be kind and change the top-down teaching method. Whether teaching knowledge, talking with students or tutoring students, we should fully respect and love all the needs of students and strive to be the guide of students' learning. There is a clip in the American film Teacher-Student Relationship: In the first grade of primary school, a white teacher went to teach in a black community. In the first math class, the teacher held out five fingers and asked one of the black children, "How many fingers are these?" The child held back for a long time before answering: "Three." Instead of accusing him of being wrong, the teacher praised him loudly and happily: "You are really interested. You only need two to count right. " The teacher's praise relieved the students' psychological pressure and received unexpected results. It can be seen that teachers should be good at discovering students' bright spots with magnifying glasses, focusing on praise and encouragement. They should not easily deny every question and every student's evaluation, and should not say "wrong" casually, otherwise it will dampen students' enthusiasm for learning. As the saying goes, students can only "believe in their way" if they "kiss their teachers". 2. Optimize the relationship between teachers and students. Teachers should be good friends of students, and the relationship between teachers and students is equal and democratic. Teachers should first put down their airs, communicate with students more, make friends with students, and care about them in life and study, thus arousing their love for teachers and mathematics; Secondly, teaching should be equal and open to all. We should not be partial to a few students with good academic performance and indifferent to some students with learning difficulties. To be students' good friends, teachers should play with students, study together, learn from each other, know students' thoughts, worry about students' urgent needs and help them. In the classroom, teachers should do as little as possible, students should have as many opportunities for active learning as possible, and teachers and students should integrate into situational teaching to create a harmonious and democratic learning atmosphere. The classroom has become a garden where teachers and students blend their hearts and echo their emotions. At this time, teachers really become students' good friends and confidants. Good teacher-student relationship and harmonious classroom teaching atmosphere are the prerequisites for students to dare to participate. Students will be happy to learn only if they don't feel pressure and love the teachers they teach. Second, interesting pupils are young and have poor self-control, and psychological factors play a leading role in learning. Only by following the rules of students' psychological activities and combining the characteristics of subjects, age and psychology can teachers make students willing to learn and take the initiative to learn. If teachers use the traditional "teacher speaks, students listen;" Teachers ask, students answer, students practice, students will feel very boring, the more they learn, the less they like to learn. Therefore, in classroom teaching, we should strive to be novel in form, entertaining and entertaining, reduce mechanized procedures and enhance students' interest in learning. Students' clear learning purpose and correct learning attitude are long-term factors that play a role in improving learning enthusiasm. Teachers should take every opportunity to educate students on the importance and necessity of learning mathematics, so that students can clearly understand the social significance of learning mathematics, see the practical value of mathematics and induce their learning motivation. In the teaching process, teachers should clearly put forward and explain the significance and importance of the subject content, and also understand what practical problems can be solved by the knowledge they have learned through life examples, so that they can feel that there is mathematics everywhere in their lives, experience the importance of mathematics learning, and stimulate and cultivate correct learning motivation. For example, after learning "Calculation of Rectangular Area", students can measure the length and width of the TV set at home and then calculate its area; Then let the students find a way to find their own area. Students experience the practical application of mathematics knowledge in life through their own personal practice, thus improving their enthusiasm for learning. In the long-term study of mathematics, students have gradually made clear the meaning of learning, thus becoming interested in exploring mathematical knowledge. In the future mathematics study, they can always keep a positive attitude and achieve excellent results.