The teaching reform under the new curriculum concept constantly impacts our classroom teaching and brings us innovative vitality from time to time. Our students are living people. They have personality, dignity, ideals and pursuits. They are eager for freedom and development. Then our classroom should also be thoughtful, energetic and developing. Mathematics curriculum standards clearly point out that learning is a personalized action. Effective learning activities can't just rely on imitation and memory. Hands-on practice, independent inquiry and cooperative communication are important ways for students to learn mathematics. Therefore, as teachers, we should constantly create a "place" that is conducive to publicizing students' personality in mathematics classroom teaching, so that students can exert their learning potential in a relaxed and pleasant atmosphere, learn independently, become the masters of classroom learning, and make the primary school mathematics classroom really alive.

However, for a long time, our mathematics classroom has neglected the development of students' emotion, imagination, understanding and the existence of life. We put too much emphasis on memorizing and imitating knowledge, which seriously restricts children's hands, brains and mouths, suppresses students' initiative and creativity, and finally makes teaching mechanized and lacks vitality. This limits students' innate personality and potential, which is not conducive to the cultivation of innovative talents. As teachers, we should fully face up to this problem and take it seriously, highlight the sense of innovation in classroom teaching, start from every class, and dare to innovate in improving the relationship between teachers and students, handling the teaching content, and carefully designing the teaching process, so that the classroom teaching of primary school mathematics can really come alive.

First, readjust the relationship between teachers and students to make the classroom alive.

Repositioning the relationship between teachers and students is the premise and foundation of today's educational reform, which plays a decisive role in the quality of education and teaching. Teachers and students are equal communicators in class. Teachers dare to squat down to see students, fully integrate with students, cooperate and communicate with students, create a classroom atmosphere conducive to personality development, and enable students to effectively acquire new knowledge and abilities.

Today's teacher-student relationship is no longer the arrogance of teachers and the obedience of students, but a relaxed, lively, harmonious and happy friend relationship. As a great man said, "You can drive a horse to the river, but you can't make it drink water." A person sitting quietly in the classroom does not mean that he has entered the state of active learning, and mobilizing the enthusiasm of students is equivalent to half the success of teaching. Therefore, it is necessary to establish a new relationship between teachers and students. In classroom teaching, we are faced with individuals with ideological and emotional activities, not machines. Teachers should strive to put themselves in a correct position and establish an equal and cooperative relationship between teachers and students. For example, before teaching "axisymmetric graphics", communicate with your classmates and let them talk about their views on the teacher. You can talk about appearance, personality, characteristics, impressions and so on from many aspects. Speaking of looks, what do you think of the teacher? Are the left and right sides of the face the same? So as to pave the way for this course. The relationship between teachers and students will be more equal and integrated, and students will dare to communicate and be willing to communicate, thus creating a relaxed, harmonious and open classroom atmosphere for students, allowing students to experience equality and democracy in communication, thus forming an interactive communication relationship between teachers and students with ideological exchange and personality collision, and allowing children to master knowledge easily and happily in an active classroom atmosphere.

Second, combine life, open teaching materials, and make the classroom alive.

Mathematical problems come from life and are applied to life. The new curriculum standard emphasizes the connection between mathematics and real life, and adds "making students feel the connection between mathematics and real life" to the teaching requirements, which not only requires that the selection of materials must be closely related to students' real life, but also requires that "mathematics teaching must start with familiar life scenes and interesting things to provide them with opportunities for observation and operation", so that they have more opportunities to learn and understand mathematics from familiar things around them, realize that mathematics is around, feel the interest and function of mathematics and experience it. On the one hand, realistic and meaningful content is easy to activate students' existing life experience and mathematics knowledge; On the other hand, mathematics itself comes from life, and real life is full of mathematics. For primary school students, "reality" may mean more things and things that are directly related to them, happen around them and can be directly contacted. The textbooks we use now have changed the rigidity of the past, changed the situation that teachers struggle to teach and students eat mechanics. The contents of each chapter are closely linked with our real life, making students feel that mathematics is around us. For example, when learning the "mixed operation of addition and subtraction", ask students to talk about the situation when taking the bus. Students will naturally say that there are people getting on and off at every stop, but there are always some people who are in a hurry and don't talk about order. Then the teacher asked, "What questions would you ask?" It is natural to ask, "How many people got off the bus, how many people got on the bus, and how many people are on the bus now?" Therefore, the new curriculum is introduced into the unconscious communication, and the students are educated in ideology and morality. Because a group of people swarmed in, it was not clear how many people got on and off. Therefore, the order of "down first, then up, up at the front door and down at the back door" should be observed. In this way, boring knowledge has become a vivid topic that students are interested in, which allows students to actively participate in their study and life and find that mathematics is around them, thus greatly stimulating students' internal drive for knowledge and improving their ability to look at practical problems with mathematical ideas.

In order to let students learn mathematics knowledge, get in touch with life, gradually master mathematical ideas and constantly enhance their mathematical consciousness, it is necessary to strengthen practical activities in the process of mathematics teaching, so that students can have more opportunities to contact with mathematical problems in life and production practice and understand the connection and difference between real problems and mathematical problems. For example, in the teaching of interest and interest rate, students can be guided to visit banks. Taking their lucky money as an example, students can simulate saving and withdrawing money and observe the surrounding environment of banks, especially the interest rate of banks. When students remember, problems begin to appear. "What's the interest rate?" Why the interest rates of banks are different. For students, teachers can praise their careful observation without answering these questions first, and then let them preview new lessons with questions. By the time of class, students will find their own problems and solve them themselves, so as to find ways to save money that meet the actual needs. In this way, students form the habit of paying attention to the things around them, consciously understanding the things around them from the perspective of mathematics, and consciously connecting what they have learned with things in reality. A lively math class can't be separated from students' life experience. It is the only way to stimulate students' life perception and let students learn math in life.

Third, open the learning process and make the classroom alive.

1. Open the presentation form of mathematics teaching content. We can't assume that children are very aware of the importance of learning mathematics and consciously devote enough time and energy to learning mathematics, nor can we simply rely on the authority of teachers or parents to force students to do it. In fact, what we need to do is to make children willing to be close to mathematics, understand mathematics and like mathematics, so as to actively engage in mathematics learning. According to the interests and cognitive characteristics of students of different ages, we should adopt the forms of expression suitable for them. Therefore, the presentation forms of mathematics content should be diversified to ensure that students actively participate in the whole learning process and make their mathematics learning activities a vivid, active and personalized process. Pupils, especially juniors, are naive and fond of fantasy, so the method often used in teaching is to describe a beautiful fairy tale or an event close to children's life. The problem to be solved is contained in this story or event, which is actually to set up a situation for students to solve math problems around them, so as to bring mathematics closer to life. For example, when I was teaching the greatest common denominator, I told the students that the principal should lay floor tiles on the library floor, and let the students help to design and figure out how many floor tiles to buy ... so that mathematics knowledge can be integrated into children's lives and boring knowledge can be brought to life, and students will naturally love learning.

2. Open students' learning methods. The famous mathematician Friedenthal said: "The only correct way to learn mathematics is to re-create, that is, students discover or create what they want to learn." Under the tide of educational reform in which science and humanities blend, mathematics education should also overcome the prejudice of seeing only concepts but not people. Whether students can acquire the ability and motivation of sustainable development in subject teaching is directly related to their future foothold and lifelong development in society. "What to learn is inseparable from how to learn." The Standard clearly points out that effective mathematics learning activities can't just rely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. When students come into contact with new mathematical knowledge, they should not be told, but should have the opportunity to conduct exploratory learning and engage in mathematical activities such as exploration and communication. It is necessary to open up teaching time and space, so that students can "swim in swimming middle school and learn mathematics in mathematics activities". According to the characteristics of children's psychological development, we can provide some topics that can be explored purposefully, guide them to contact society and practice life, and let students explore problems in depth in the process of opening up. Pupils like to communicate with others to express their psychological characteristics. Organizing their discussions in a planned way and providing them with an environment of thinking friction and collision is to build a more open stage for students' study. For example, when learning "abdication subtraction within 20", there is an example: 15-9 =? I pay great attention to encouraging students to explore different calculation methods. I am not eager to teach students algorithms, but let students explore independently on the basis of existing knowledge and experience. Some students use the ten-break method to calculate 10-9 first, and then1+5; Some subtraction, divide 9 by 5 and 4, first calculate 15-5, then calculate10-4; Others use learning sticks to count one by one, so there are various methods and everyone participates. At this time, teachers will arrange exchange activities between students, fully express their opinions, and finally choose a simpler method by inspiring each other and learning from each other's strengths. Obviously, in such a learning situation, students participate in learning activities in the way of "doing" rather than "listening or watching". They are actually engaged in mathematical activities such as observation, operation and communication. Such activities not only help students understand what they have learned, but also improve their ability to engage in mathematical activities and promote their all-round development.

3. Open time for students to operate by themselves. In the process of cultivating students' hands-on operation ability, teachers must let students "practice", but practice is not aimless, but purposeful, step by step and planned. Before the operation, let the students know the object to be operated or the problem to be solved, teach the students the necessary operation steps and point out the matters needing attention. Teachers should not blindly ask students to imitate according to their own demonstration steps in order to pursue teaching efficiency, thus limiting the development of students' creative thinking. For example, when teaching axisymmetric graphics, first show a lot of making tools, and then let the students discuss directly: What are you going to do? What tools do you choose? How come? How to divide the work? After discussion, students have a certain concept in mind. At this time, let the group cooperate and make an axisymmetric figure in their favorite way, so various methods come out accordingly. Some students folded the paper in half and cut out axisymmetric figures with scissors; Some students use rubber bands to draw an axisymmetric figure on the nail board; Other students thought of drawing half of the figure on white paper with colored pens, and then folding the paper in half to make an axisymmetric figure. In this way, students' thinking is developed, mathematical problems are creatively solved, which not only stimulates students' interest in teaching knowledge, but also cultivates students' sense of accomplishment, adding more colors to cultivating students' innovative consciousness.

4. Open the way for students to practice. Practice is often boring. Teachers usually force students to finish them. If students don't volunteer, the effect will be greatly reduced. If teachers can create situations in practice and adopt students' favorite ways, such as math games, competitions and practical operations. And enlightening and interesting exercises are effective ways to mobilize students' learning initiative and develop their thinking ability. For example, in the teaching of axisymmetric graphics, I adopted a series of methods to make students consolidate in a novel and interesting atmosphere. For example, singing English alphabet songs leads to axisymmetric graphics in letters; Competition drawing, drawing axisymmetric graphics; Looking around for symmetrical figures, etc. Greatly stimulated students' interest in learning, so that students can do it with the same enthusiasm in one exercise after another, and the mathematics classroom will live and the learning effect will naturally be good. Only by making classroom teaching full of happy atmosphere, fresh knowledge and flexible teaching methods, and treating each class as a course for students to explore and innovate, can the primary school mathematics classroom be truly full of vitality and happiness.

In short, the lively primary school mathematics classroom will be full of vitality and humanistic atmosphere. In primary school mathematics teaching, teachers should make full use of open teaching mode, pay attention to students' emotional experience in learning mathematics, and organize open teaching with the theory of "everyone can succeed"; In the cooperative learning environment, students, teachers and students exchange feelings; Learn to accept and appreciate others in getting along; Constantly feel success and happiness in learning; Let people learn valuable mathematics, everyone can get the necessary mathematics, and everyone can get different development in mathematics.