The main feature of the new mathematics curriculum textbook is to connect social life, primary school mathematics teaching practice and students' learning practice, so that students can feel that mathematics knowledge is everywhere in life and society, and mathematics is around them. Therefore, effective teaching objectives should be determined according to different contents in teaching. On the basis of students' original knowledge and life experience, it emphasizes methodology, experience, comprehensiveness and development, and combines the main knowledge of the subject. Carefully plan exercises, carefully design autonomous, inquiry and cooperative learning activities, and introduce autonomous learning methods to help students consolidate and expand their subject knowledge, change their learning methods, effectively promote the improvement of their subject learning effect, gradually learn to learn, and strive to realize the desire and ability to cultivate students' lifelong learning; Most of our school are rural students. Because we are located in mountain villages, we should pay special attention to the students' physiological and psychological status and knowledge development level in these mountain villages, strengthen the comprehensive application of multidisciplinary knowledge and the cultivation of comprehensive ability, and guide students to strengthen the application of disciplinary knowledge through diversified learning activities such as practice, observation, experiment, discussion, production, evaluation, investigation and research, and creation. We should not only pay attention to the process and results of students' mathematics learning, but also pay attention to students' scientific attitude, scientific spirit and creative ability.
Second, strengthen the connection between mathematics and life, so that students can turn learning mathematics into concrete feelings and experiences.
Primary school mathematics is the foundation of mathematics education and the beginning of children's lifelong learning of mathematics. How to show a colorful world of mathematics in front of children, make abstract and boring mathematics lively and interesting, let children love mathematics from the heart and actively use mathematics. I think the key is to strengthen the connection between mathematics and life, turn abstract and unfamiliar mathematics into concrete feelings and experiences, and make mathematical knowledge come alive. The research of modern children's psychology shows that when students study mathematics, their psychological activities cannot be separated from the support of concrete things. Moreover, primary school students have a strong emotional color in their studies and feel cordial and interested in familiar life scenes. Only when mathematics no longer keeps a straight face, but is closer to the reality of children's lives, will children be interested in learning, enter the role of learning, truly feel and experience the charm and value of mathematics, and enhance their confidence in understanding and application. In teaching, we should pay attention to the familiar life prototype of students, arouse their existing life experiences and feelings, and make learning a heartfelt demand of students. For example, I saw a teacher in an online teaching video. The teacher introduced this part of the first volume of the People's Education Edition: Before class, the teacher deliberately put the eraser on the border above the blackboard. During class, the teacher pretended to be surprised and said, Hey, why did the eraser run so high? Who wants to help me? A student went to the podium to get it, but because he was short, he jumped up to get it. It obviously took a lot of effort, but he still couldn't reach it. The teacher smiled and said, I'll get it. The teacher took down the eraser and asked, students, why did he get it just now, but I succeeded so easily? Students have spoken: because the teacher is tall and the students are short; Said that the teacher is taller than him and he is shorter than the teacher; Teacher, you have grown to the blackboard, and it will be enough at once. According to the students' speeches, the teacher immediately asked the students who had just taken the eraser to come up and stand next to the teacher, and then guided the students to express themselves in complete language. The teacher concluded: It seems that in life, we often need to know who is tall and who is short, so that we can deal with problems according to different situations. Today, we will learn how to compare heights together.
I think this teacher's lead-in design is very novel, which embodies new ideas and new teaching methods, makes students understand the importance of height in laughter, feels the happiness of learning in concrete feelings and experiences, and stimulates their interest and emotion in learning.
Thirdly, we should pay attention to cultivating students' exploratory thinking in mathematics teaching.
The new curriculum reform advocates students' active observation, hands-on operation, bold speculation and cooperative communication. Effective mathematics learning activities can not only rely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are the main ways for students to learn mathematics. Under the brand-new educational concept, the role of teachers, teaching methods and students' learning methods have undergone fundamental changes, especially the highest point of exploratory thinking in mathematics teaching. It is unconventional, seeks change, and considers problems at multiple levels, angles and directions. In my opinion, to cultivate students' inquiry thinking in mathematics teaching in primary schools with many rural students, we need to pay special attention to the following aspects: 1 Cultivate students' interest in learning mathematics. If students are interested in learning mathematics, their whole psychological activities will be active. They will concentrate on their studies and truly master the concepts, properties and basic laws of mathematics. 2. Cultivate students' good thinking ability. Because of good thinking ability, students can change from knowledge to intelligence and learn to think comprehensively. For example, a problem in the application problem of senior primary school needs extensive thinking, so teachers must let students think more and think more. Only in this way can students form the habit of good thinking ability. In addition, timely encouraging and stimulating students' interest in learning is also a good way to form students' good thinking ability. Therefore, "Mathematics Curriculum Standard" clearly stated in the overall goal that students should learn to observe and analyze the real society by solving problems in daily life and other subjects, and take mathematical thinking as one of the four major goals of primary school students' mathematics learning. This article lists the specific explanations separately. For every math teacher, how to make students observe things in real life from a mathematical point of view, learn to think in a mathematical way, explain phenomena in a mathematical language, and understand the world from a mathematical point of view can also make students interested in math learning. According to the requirements of the new curriculum, only scientific, reasonable and effective teaching can get twice the result with half the effort.
In a word, the new curriculum and new ideas will always impact our minds, and our classroom will bring a lot of thinking to primary school mathematics teaching. Facing the new curriculum reform, we all have to go through the process of distress, reflection, exploration and practice. In this process, we should creatively study mathematics curriculum standards, creatively control teaching materials, and constantly adjust ourselves to achieve our goals. In the classroom teaching reform, every teacher's concept change, knowledge update and action research are reflected in every teaching activity, so that the primary school mathematics teaching reform is no longer empty talk, and the primary school mathematics teaching can have substantial changes.