The standard points out that students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning activities. Everything in mathematics curriculum should be carried out around the development of students, so students are the masters of the curriculum. If teachers want to broaden students' space in mathematics teaching, they must change their roles, that is, from a knowledge giver to a student development promoter; It is necessary to change from the authoritative position of classroom space to the role of organizer, guide and collaborator in mathematics learning activities. Bruner, an American educator, pointed out that teaching students to learn any subject is by no means to instill fixed knowledge into their hearts, but to inspire students to actively acquire and organize knowledge. Teachers can't teach students to make a living bookcase, but to teach them how to think and organize their knowledge from the process of seeking knowledge, just like historians study and analyze historical materials. As a primary school math teacher, how to embody these ideas in teaching, so as to pay attention to students' independent exploration and give full play to teachers' guiding role? The first father said, why bother? Just read a good book. The second father said that bees make sounds because they beat their wings quickly when they fly. When a butterfly flies, its wings don't flap so fast, so it can't make a sound. The third father didn't tell the child what he thought directly, but took out a piece of paper and shook it slowly. The paper doesn't make a sound, then gradually accelerates until it makes a sound, and then lets the children try it. The child picked up the paper and did the same experiment. After thinking for a while, he finally cried happily: I know and told my father the answer. 1. Instructing students to collect and use resources. Mathematics curriculum resources refer to all kinds of teaching materials developed according to mathematics curriculum standards and all kinds of teaching resources, tools and places that can be used in mathematics courses. Teachers are the builders and developers of the curriculum, and should develop and utilize various resources according to local conditions, consciously and purposefully, so that students can gain an understanding of mathematics and make progress and development in thinking ability, emotional attitude and values. Guide students to go out of textbooks, out of classrooms, out of schools and into social environment to study and explore. Starting from the life scenes that students are familiar with, we choose interesting materials around students as learning contents and tools, so that students can feel the connection between mathematics and daily life, thus stimulating students' interest and motivation in learning mathematics. For example, after teaching the shape of objects in senior one, I asked students to take a big action to collect graphics, find out the objects of cuboids, cubes, cylinders and spheres in life, and then compare the similarities and differences of various objects. The advantage of this kind of teaching is that it forces students to use the knowledge about geometric figures learned from books, connect with the perception of familiar things in life, and collect them selectively and purposefully, which can not only enable students to better grasp and understand the knowledge of object shapes, but also cultivate their observation ability. Second, guide students to break through the difficulties of thinking. I remember that the author once took a class of integer decimal addition and subtraction. There is such a link: when students list the formula 10+20, the teacher asks: Why use addition? Student: Because it is * * *, it is calculated by addition. The teacher asked several students the same answer. As a result, the teacher had to tell the students directly: How many red flowers and yellow flowers do you want? That is, the number of safflower and yellow flower adds up, so it is calculated by addition. The teacher who commented on the class after class said that the teacher here did not guide the students to break through the difficulties of thinking. How many red flowers and yellow flowers are there? That is, the number of safflower and yellow flower adds up, so it is calculated by addition. This is much better than an empty statement, because the thinking of first-year students is mainly in images, so students should be guided to understand abstract mathematical meanings through concrete objects. Teachers' guidance is very important, especially for students' possible thinking difficulties. In teaching design, teachers should consider well, especially how to guide students to break through thinking difficulties. The basic principle of breakthrough and guidance of thinking difficulties in mathematics is to design some thinking steps from simple situations so that students can get on the road slowly, otherwise students will climb many steps at once, which is not good guidance. 3. Guiding students to construct the theory of knowledge subject education in specific problem situations requires that teaching activities be regarded as creative activities to cultivate students' subjectivity. When teachers introduce students into the hidden problems in the problem situation, students' learning consciousness, autonomy and creativity will be fully brought into play. In the teaching process, the formation of problem situations is not spontaneous, but purposefully set by teachers in order to guide students into a positive thinking state. For example, in the "circle" class, the teacher first aroused the students' interest: the students all knew the story of the race between the tortoise and the rabbit, but the little white rabbit was not convinced because of pride. Today, the rabbit doesn't race with the tortoise. It will race with the puppy. Guess who will win? The students unanimously guessed that the puppy should run first. At this time, the courseware was played: the puppy competed with the white rabbit. The dog runs along the square route, and the white rabbit runs along the circular route. As a result, the white rabbit won the first place. The puppy was not convinced when he saw the white rabbit win. It says competition is unfair. Students, do you think it's fair? Students are deeply attracted by this interesting situation and actively choose the information provided in the situation. It is found that it depends on whether the competition is fair or not. In essence, it is to see whether the route that the puppy and the white rabbit run is the same length. The path that the dog runs is square, and the path that the white rabbit runs is round. This knowledge has never been learned before. Out of curiosity, students are deeply attracted by the question and thus fall into a state of active exploration. Fourth, guide students to reflect on their learning behavior. As a primary school math teacher, I often reflect on my teaching behavior. What about students' learning behavior? Should we also reflect on it in order to achieve the best learning effect? Education is seamless, and the most effective education is self-education. As a teacher, we should guide students to reflect on their successes and shortcomings in time, teach students some methods of reflection, cultivate students' good habit of constantly reflecting on learning, and enable students to learn mathematics, master knowledge and apply it to practice in constant reflection. For example, students can be guided to reflect before class: What knowledge did I learn in this class today? What other knowledge do I not understand? Did I listen carefully? Did you listen to your classmates carefully? Did I speak? How about the cooperation between my classmates and me? Did I ask some questions? And when students finish their homework, we should guide them not to hand it over to the teacher in a hurry and guide them to reflect? How do I do my homework? How is my calligraphy? Have I checked it carefully? Regular guidance and long-term training until students can consciously reflect and develop the habit of reflection. In this way, students' learning attitudes and emotions will be greatly changed, they will be more rational and their ability to learn mathematics will be improved. In short, attaching importance to students' independent exploration and learning does not mean giving up teachers' guidance. We should straighten out the relationship between them, get out of the misunderstanding that teachers are not required to guide students' autonomous learning, reshape teachers' organizers, guides and collaborators, guide students to explore in the process of teacher-student interaction, help students improve and promote their all-round, sustained and harmonious development.