At present, the effect of mathematics teaching in primary schools is greatly influenced by students' intellectual development. Because of the poor stability of students' attention, they are easily distracted when faced with some abstract formulas, definitions and monotonous calculation problems. In view of this situation, flexible design of some specific active teaching situations and operational teaching games can stimulate students' interest in learning. For example, in the teaching of the second volume of mathematics in the first grade of primary school, it is difficult for primary school students to concentrate on understanding and memorizing all kinds of RMB. If we create a "guess the price" game to teach, we can attract students' attention. In the teaching process, the teacher shows some common daily necessities for students to guess. The teacher first gives a rough price range, and then gives a hint of "higher" or "lower" for students to guess. At the same time, pay attention to mobilize the classroom atmosphere, encourage everyone to speak enthusiastically, and let "potential students" dare to speak. The setting of this game can not only fully enliven the classroom atmosphere, but also help students learn and recognize RMB knowledge.

(2) Infiltrate the sense of teamwork and cultivate students' cooperative inquiry ability.

Games in mathematics teaching often need the cooperation of many people, and the form of group cooperation is more common in game teaching. In teaching practice, it is very important to infiltrate team consciousness and cultivate their spirit of division of labor and cooperation and cooperative inquiry ability in the organic design and game setting of group cooperation. In the process of primary school mathematics teaching, the learning of mathematical graphics is a difficult point in teaching, especially in the process of cognition and transformation of triangles, parallelograms, trapezoid and rectangles. Teamwork can improve the teaching effect. For example, when teaching the first volume of fifth grade mathematics, how to use the known graphics to decompose and import parallelograms has become the teaching difficulty of this class. In order to better solve this teaching difficulty, we play the game of "I am the village head" in groups, and each group leader plays the role of the village head, dividing all the parallelogram land in the village, encouraging students to explore the methods of "cutting" and "spelling" to convert the parallelogram into the learned figures for calculation, and get the corresponding answers through cooperation. After group discussion and division of labor, the original complex and abstract graphics were transformed into the land model in life, and students quickly found the internal relationship between rectangle and parallelogram, and then obtained the calculation formula of parallelogram area, which received good teaching results.

(C) innovative game design, to cultivate students' computing ability and innovative consciousness

Pupils have strong curiosity and thirst for knowledge, and have advantages and personality characteristics in imagination and practical ability. In teaching, teachers should personally participate, do it themselves and think hard, so as to better achieve the teaching objectives. Therefore, the design of games should be close to the current situation of students, which can fully distract students' thinking, extend the teaching scope, and cultivate students' computing ability and aesthetic innovation consciousness. For example, in the teaching of "Two Numbers Plus One Number" published by People's Education Publishing House, students need to extend and innovate their addition knowledge and organize "jigsaw puzzle" games. During the game, teachers can show some game patterns that students like very much, guide students to observe which small patterns these patterns are made of, and encourage everyone to speak actively. Then, different patterns represent different numbers, so that students can fully observe and think. At the same time, it can guide students to calculate the sum of integers according to the numbers represented by different figures, so as to get the answer. Finally, give each student a teaching box, which contains various components of game patterns, such as circles, squares, triangles and so on. And each pattern is accompanied by words, and students are organized to play jigsaw puzzles to see which group of patterns is the richest and the sum of numbers is the most accurate. To sum up, in the process of primary school mathematics teaching, the organic design and innovative setting of teaching games can better combine life scenes with mathematics knowledge, make use of the interactive and entertaining advantages of teaching games, arouse students' interest in learning, improve students' exploration ability and cultivate students' cooperative spirit and mathematics consciousness. After the innovation and extension of teaching games, the original abstract and complex mathematical model will become more intimate and simple, and students' love for mathematics will naturally come naturally.

Author: Mo Xiaoying Work Unit: Laibin Xincheng Experimental Primary School

The second part: Effective teaching of primary school mathematics.

First, create situations to improve students' understanding ability

Good scenes can make people feel happy, improve the efficiency of brain activity, and stimulate more lasting and stable interest [1]. The key of situational teaching lies in improving students' subjectivity and giving play to teachers' leading role. Taking the knowledge of ratio and proportion in the third chapter of the first volume of mathematics in the sixth grade of primary school as an example, in the teaching process, I found that students' concepts and knowledge of ratio, proportion and ratio were rather vague. In the teaching design, I adopted the method of creating situational teaching to let students acquire the concept of knowledge in intuitive and interesting activities. At the beginning of the class, I took out the prepared candy and a glass of water. The students were curious to see my props, which completely attracted their attention. "Classmates, I have five pieces of sugar here, one is 30 grams, and this glass of water is 300 grams. Please help me analyze it. How much does the syrup weigh after sugar is put into water? " As soon as the question came out, the students immediately burst into laughter: "Teacher, such a simple question, 330 grams." After seeing the students' enthusiasm mobilized, I said, "The knowledge we are going to learn today seems very difficult. Let's take this cup of sugar water as an example and peel off the true face of the ratio and ratio segment layer by layer. " Later, I constantly took the definition of ratio as a breakthrough to guide students to discuss in groups, ask questions and solve problems by themselves. Through situational demonstration, the abstract knowledge image is expressed, which is helpful to improve students' understanding of knowledge. The learning atmosphere of the whole class is high, and I answered questions enthusiastically, which also inspired my enthusiasm for attending classes, and the overall effect is very good.

Second, make use of multimedia to form abstract knowledge.

Children in primary school are active in thinking and curious, but their three-dimensional thinking ability is poor in mathematics learning. In the past, the teaching methods and learning strategies of answering abstract knowledge with sea tactics did not meet the requirements of modern curriculum concepts and quality education, while the application of multimedia teaching methods in primary school mathematics just catered to this characteristic of children. By making flash, the problems that students can't imagine and understand are displayed simply and intuitively through the designed animation, which increases the interest and improves the students' perception ability. In the course of "Translation", a new mathematics textbook for the third grade of Qingdao Edition, in order to let students intuitively understand the translation phenomenon in life, I made the dynamic process of "revolving door" and "sliding door" by using multimedia, and demonstrated their movement process in class, thus revealing the concept of translation. And the flash of bear jumping grid is designed to demonstrate the process of object position change. At first, the children thought it was a small game and stared at the animation with interest to see the bear's movement route. At the same time, the most popular cartoon image of Tom Cat is used to explain the translation process and basic knowledge. Combining abstract knowledge with animation can stimulate students' enthusiasm and desire for knowledge, which not only increases their interest in learning, but also simplifies complex knowledge, which is conducive to students' understanding of concepts.

Third, change the way of learning and cultivate students' autonomous learning ability.

"Changing students' learning style" mentioned in Mathematics Curriculum Standards is aimed at a single and passive learning style. It requires perfecting and enriching students' mathematics learning methods, guiding students to adopt different learning methods according to their learning contents, so as to better promote students' development. For example, the meaning and usage of the word reciprocal are unfamiliar to students when studying the penultimate class of the first volume of mathematics in the sixth grade of primary school. Simply applying the definition to students, they may just memorize the definition, but they are far from fully understanding and comprehending the knowledge. In this lecture, I adopted the method of open discussion and learning. Someone said, "What do you mean by reciprocity?" Someone asked, "What's the use of learning to count down?" So the teacher and students * * * decided the goal of this class-to study the meaning, method and use of reciprocal. After determining the learning goal, I instruct students to understand the concept, find out the definition and understand the meaning of countdown from the textbook. After clarifying the basic knowledge, I expanded something with fractions, decimals and integers ... until I finally discussed whether "1" and "0" have reciprocal and why. How to find the reciprocal in a simple way? Through our own discussion and study, students' independent learning and exploration of learning methods have been realized.

Fourth, provide materials to cultivate mathematical thinking ability.

Good thinking ability is mainly reflected in whether you dare to think and think independently [2]. This requires teachers to provide space and time for students' thinking, pay attention to thinking induction, take imparting knowledge as a process rather than a result, and create a good thinking environment for students' thinking. In teaching, teachers should provide students with rich thinking materials and cultivate their thinking ability. For example, there is a problem in the process of learning to find the area of a circle. The flower bed is round and 3 meters in diameter. Build a path 1 m wide outside the flower bed, and find the area of the path. In the process of doing this problem, students often get 3+ 1=4 meters when finding the diameter of the big circle, ignoring that the path extends on both sides of the flower bed diameter 1 meter. It can be seen that the lack of students' perceptual materials limits their thinking ability and makes them unable to consider the problem comprehensively. Therefore, the more students are exposed to concrete and rich thinking materials, the more their logical thinking ability will be gradually enhanced, thus realizing the transition from concrete things to abstract rational thinking.

5. Conclusion Primary school mathematics teaching strategy is the innovation of students' learning style and the fundamental change of teaching methods. The teaching process takes students as the main body and leads knowledge to students in a way that students like to see and hear. Teachers explore effective teaching strategies in teaching, base on and cultivate students' comprehensive learning quality, guide students to learn in practice, and gradually form their own learning methods in cooperative middle schools.

The third part: the primary school mathematics teaching view under the new curriculum standard.

1 the teaching concept of "student-oriented, serving students"

China's mathematics education started earlier and accumulated a lot of rich teaching experience. However, in the process of popularization of education, many problems have been exposed in the practice of primary school mathematics education. The importance of mathematics education is reflected in teachers' teaching links. More attention is paid to teaching skills and means, and less attention is paid to students who receive teaching. A blackboard, a book and a piece of chalk can complete the teaching task, and teaching modes such as "cramming" and "cramming" are common. Quality education has "form", but it has no "reality". Teachers only pay attention to the explanation of book knowledge, regardless of the individual development of students. In teaching, the mode of "gifted education" is still adopted to train students, and the society is full of various utilitarian math tutoring, which intensifies students' passive acceptance of knowledge, buries knowledge and hinders students' personality development. The idea that scores are paramount and scores are everything has seriously affected students' all-round physical and mental development. Under the new curriculum standards, we pay more attention to the practicality of mathematical knowledge, the development of students' innovative consciousness and ability, and encourage students to think independently. The teaching concept of students' passive acceptance of knowledge under the traditional education mode has not met such requirements. We should change the teacher's lecturer status into a knowledge guide, change students from traditional passive recipients into active participants, pay attention to students' hobbies and individual differences. According to the individual needs of different students, we should formulate different training programs, determine the new concept of based on and serving students, establish an equal and harmonious new relationship between teachers and students, and establish a correct concept of educating people. Let students become the masters of learning and the main body of development [2].

2 "abstract mathematical life" teaching philosophy

Mathematics is a rigorous subject, which has its own "language" and expression. Because primary school students' understanding ability is in the development stage, how to make primary school mathematics easy to understand and integrate the teaching concept of "abstract mathematics into life" into the teaching process can effectively solve this problem. For example, in teaching, there has been such a question: "How to plant 10 trees, with 4 trees in 5 rows?" For example, this kind of problems can not only attract students' attention, but also make students discuss and think rationally, cultivate students' ability to find and solve problems, and stimulate students' desire to explore knowledge. This kind of life is not to abandon the inherent rigor of mathematics, but a teaching concept. Let this idea guide our teaching and let students discover mathematics, feel mathematics and experience the rich humanistic spirit in mathematics.

3 "Mathematics from a cultural perspective" teaching philosophy

Primary school is the primary stage of compulsory education, and primary education is the foundation of education. In the whole primary school stage, students' mastery of mathematical knowledge and the cultivation of mathematical spirit, thinking method and consciousness directly affect their all-round development of personality. Mathematics has its "beauty" side and is also a kind of culture. In the mathematics curriculum standard of compulsory education, it is required to integrate mathematics culture. Integrating mathematical culture into mathematics teaching can make students feel the wonder of mathematics, feel the existence of beauty from mathematics, and understand mathematical thoughts from an aesthetic point of view [3]. Mathematics education can't be equated with juggling performance to teach small animals to do calculation problems. Its purpose is to cultivate students' logical thinking ability, make students think about problems in an orderly way, discover mathematics from life, and analyze and solve problems by using mathematical thinking methods. Under the new curriculum standard, the content of primary school mathematics knowledge is superficial, but it involves a wide range. In teaching activities, based on the influence of mathematical culture, we should cultivate students' comprehensive ability of combining mathematical culture with rational mathematics, attract students' attention by using mathematical stories, teaching games and other methods, expand and enrich classroom teaching, and provide students with opportunities for independent learning and innovation. At the same time, we should carry out various activities to stimulate students to get involved in mathematical culture knowledge, such as making mathematical models and launching mathematical culture knowledge competitions. The core of the new curriculum reform is quality education. From "form" to "practice", it needs the joint efforts of every educator. This paper discusses the reform of primary school mathematics education in the new form from the perspective of teaching philosophy. Teaching reform should not be limited to the reform of teaching methods, but should make a breakthrough in teaching ideas and concepts, emphasizing that students are the main body of learning and teaching is the idea of serving students, so as to make abstract mathematics popular and life-oriented.