Paying attention to creating a learning situation to guide students to explore independently can stimulate students' interest in learning, and creating a learning situation to explore independently can stimulate students' desire to explore. For example, when teaching the review of table multiplication, the capacity of the review class is large, and the students' interest is not high, especially filling in the formula table and finding the rules, which makes the students feel boring. At this time, teachers should consider how to set up situations to make boring content attractive, thus entertaining and making students change from passive "cramming" learning to active learning. In view of this, we designed a specific theme situation of a snowy mountain paradise. A closed door began to appear in the picture, and then the voice-over introduced: "This is a snowy mountain, and there are all kinds of wonders and wonders here. The small partner who can come in must be a brave soldier who is diligent in thinking and willing to explore. Now, please remember the secret language: children who want to explore the secret world, please fill in the secret language on the door and find out the answer. The so-called secret language on the door is the multiplication formula table, and the secret is the connotation of multiplication formula that students need to master in the teaching process. By selecting students' favorite "snow", a seasonal life resource, and arousing students' competitive mentality through games, students are naturally introduced into the review of multiplication, creating a childlike classroom atmosphere for students. In order to enter the "Snow Mountain Paradise", students are scrambling to fill in formulas and find rules, which makes the class start with a small climax and the polarity of students' learning products is fully mobilized. Therefore, in order to better guide students to explore independently, it is necessary to create vivid and specific teaching situations, so that students can be diligent in thinking and willing to explore. Only in this way can students find the charm of active learning, get the happiness of learning from work and harvest, realize the change from "let me learn" to "I want to learn", pay attention to the cultivation of students' independent ability and give them more play. Teachers' position in classroom teaching is unshakable, but in the limited time, the more time a teacher takes up, the less time is left for students to do their own work and think. Therefore, teachers should not spend more than 70% of their time simply imparting knowledge in class. Teachers should put more energy into the cutting edge, that is, encourage students to think boldly, speak out their own ideas, explore new ideas, and be diligent in discussing and sharing with others, which requires teachers to design the classroom teaching in advance. Choosing operational topics allows students to do more homework and use their brains diligently, which puts higher demands on teachers. " "Easier said than done" is the focus of mathematics textbooks under the new curriculum standard, so many contents are designed to facilitate students' hands-on operation. For example, when teaching the understanding of plane graphics and three-dimensional graphics, teachers should spend a lot of time on the cultivation of students' hands-on operation ability, so that students can have an intuitive impression of various graphics through comparison, measurement, folding and cutting on the basis of independent thinking, and then talk and discuss in groups to deeply explore the * * * and personality characteristics of graphics, so as to achieve the purpose of vivid learning and application. It should be noted that students' hands-on operations are often random or irregular, so students should use multimedia classes to demonstrate the standardized operation process after finishing operations, reflecting the rigor and logic of mathematics. When teaching "ten-digit addition" in lower grades, teachers can draw lessons from abacus and design two kinds of balls. The big ball represents ten digits, and the small ball represents single digits. Let's learn the addition and subtraction of ten digits through games. For example, 1 1+ 1, it's a big ball and a small ball, plus a small ball. Students count it, and the obvious answer is 12. 13+5 can also be taught in this way. When the number is 1 1+ 12, two big balls and three small balls will appear as a result, allowing students to draw 23 situations intuitively. Let students learn boring content intuitively, concisely and conspicuously, which will certainly get twice the result with half the effort. At the same time, on this basis, teachers should also inspire students' deep thinking ability, draw lessons from the image method of big ball and small ball, and guide students to summarize logic and think from line to line. "Students, 1 1+ 1 is the same for big balls, and the number of small balls is changing. Similarly, what number can we add? 1 12 is a big ball to increase the ball, and a small ball to add a small ball. So can 22+25 be used in this way? Through these thoughtful guidance methods, students have learned the ability to think independently and draw inferences from others. To cultivate students' sense of cooperation, we should pay more attention to cooperation and communication among students. The new curriculum standard actively advocates cultivating students' cooperative consciousness, which is the requirement of curriculum reform, and also aims to promote students' cooperative exchanges, so that students can develop a way of thinking of sharing, discussing and sublimation, and condense their own ideas in the collective, so as to achieve the effect of "three heads are better than one". The following is a teaching clip of "two-digit plus two-digit oral calculation" using group cooperation. Student 1: (Formula) 57+29 Teacher: Let's observe the characteristics of this formula. Student 2: This formula is two digits plus two digits. Students approach 60 at 3: 57 and 30 at 29. Teacher: The students observe very carefully. Can you calculate this number in your favorite way? Think independently first, then exchange your ideas in the group and pay attention to others' opinions and ideas. (Close to 10 minutes of discussion and exchange, and then report. Through discussion and exchange, the students explored 10 kinds of two-digit calculators: wow! With so many ideas. Let's appreciate the wisdom of the whole class together. Observing these algorithms, what do you find? Share your findings in groups and pay attention to other people's opinions. Who can tell us about the development of your group? 14: We find that 57+30=87, 87 1=86 and 60+29=89, 893=86 all regard an addend as an integer, and subtract redundant numbers. 60+30 = 90,9031= 86 is to treat both addends as integer ten, and then subtract the extra ones. Teacher: Your discovery is really amazing. Health 15: We found that 50+20=70, 7+9= 16, 70+16 = 86, 60+30 = 90,9031= 86 all regard addend as integer ten digits, the first. Health 16: We also found that 57+20=77, 77+9=86 and 50+29=79, 79+7=86 also regard an addend as an integer ten, and then add up the ones that add less. Health 17: I think to do oral arithmetic is to take the addend as an integer ten, then subtract what is added and add what is not added. In the teaching process, teachers only play the role of "threading the needle", and students can explore their own learning methods through group cooperation and communication. Of course, before this, teachers have to do a lot of work, first of all, they should be divided into groups reasonably, and the goals of cooperation should be clearly defined, and then a reasonable division of labor should be carried out to infiltrate into the usual teaching. In order to cultivate students' sense of cooperation, we should pay more attention to training students' awareness of mutual discussion and learning from each other's strengths, and encourage students to speak boldly, so as to obtain an active classroom for equal speech and opinions. Only in this way can we hope to cultivate mature individuals with fresh personality, independent thinking and courage to do things, instead of passive obedience. It is a long-term and arduous task to cultivate students' individual abilities such as autonomy, inquiry and cooperation. The cultivation of these abilities should begin with primary education. As practitioners of primary education, we need to cross the river by feeling the stones with a firm and persistent heart, constantly explore on the road of new curriculum reform, and never stop, and strive to realize the mode of "educating people and teaching people to fish". Only in this way, can our students have fun in learning and stand out in the long-term study in the later period, and become a teenager who is superior to the ground in Mr. Liang Qichao's "Young wisdom means national wisdom, young wealth means national wealth, young strength means national independence, young freedom means national freedom, young progress means national progress, young is superior to Europe, young is superior to the ground, and the country is superior to the ground".