In rural classrooms, it can be found that a considerable number of rural teachers advocate "teachers talk more and students practice more", which is the so-called "sea tactics", but this will easily lead to monotonous and inflexible teaching methods. This boring explanation and boring training stifled students' only interest in learning. The teacher's criterion for evaluating a student is only the score. In this way, teachers pay attention to grades, parents pay attention to grades, and students pay more attention to grades, which does not meet the requirements of quality education.

Second, teaching attaches importance to the conclusion and ignores the reasoning process.

At present, a considerable number of mathematics teachers in rural primary schools have outdated teaching methods, monotonous lectures, few teachers' demonstrations, less students' use of learning tools, less hands-on operation and less oral communication. Teachers take lectures instead of practice and lectures instead of learning, which leads to more emphasis on conclusions than on processes; Pay more attention to memory than thinking; A tendency to emphasize imitation over creation. And the more senior students, the less opportunities to speak and express reasoning. Therefore, teachers should establish the concept of lifelong learning, constantly update their knowledge reserves and bring energetic classes to students.

Third, there is less communication in Mandarin.

Primary school students who live and study in rural areas use Mandarin in class every day, and most of the rest of the communication is conducted in dialects. Even in class, some old teachers can't speak Mandarin well, so they teach students in dialects. As the saying goes, "habit becomes nature". Once these pupils live in such a language environment for a long time, they can't help speaking dialects in class, so teachers need to set an example in language.

Fourth, group cooperation and exploration become a mere formality.

In rural primary school mathematics classroom teaching, the process of group cooperation and inquiry is too short and a formality. Sometimes, the cooperation and exchange lasts only one or two minutes from the beginning to the end, so students don't have enough time to think and explore problems. Cooperative inquiry has become a vase that adorns classroom teaching and a prop that embodies the spirit of curriculum reform.