Teachers are trying to infiltrate new ideas and new teaching methods into their classroom teaching. However, in most rural primary schools, there is still a situation of "wearing new shoes and taking the old road". Influenced by the traditional education model, teachers often adopt the tactics of memorizing, cramming and asking questions, which goes against the students' cognitive rules. There are not many classrooms that can truly embody new ideas, the mathematics classroom teaching mode corresponding to the new curriculum has not been effectively constructed, and the classroom teaching level and teaching efficiency have not been improved. It is embodied in the following aspects: 1, which still takes "teaching materials" as the ultimate goal and does not fully integrate teaching resources. 2. Process goals and emotional goals cannot be fully realized. 3. The classroom is still dominated by teachers, which can't reflect students' dominant position. 4. Teachers lack educational tact and cannot effectively grasp classroom generation. 5. Pay attention to group cooperative learning, but the efficiency is not high. 6. Classroom exercises are monotonous. The reason for the above problems is that teachers don't understand the new curriculum concept thoroughly and don't study the new curriculum reform deeply. In particular, they don't know how to translate the concept of "curriculum standards" and the content of textbooks into the specific design and teaching process of classroom teaching, and there is no clear standard on how to "good" the classroom teaching of primary school mathematics and the learning state of students. In view of these problems, I have the following suggestions: First, combine students' real life, make good use of teaching materials and fully tap effective teaching resources. 1, contact students' favorite life scenes for teaching. 2. Put mathematical knowledge into fairy tales. 3. Bring the most familiar life materials to math class. Second, attach importance to the implementation of process goals and emotional goals in mathematics classroom. Third, find the realistic starting point of students' learning with clever methods. Fourth, effectively grasp the dynamic generation in the classroom and make the math classroom more exciting. 1, effective "generation" is inseparable from careful "preset". 2. A relaxed and happy classroom atmosphere is the cradle of the "dynamic generation". 3. Properly handling "classroom generation" requires teachers to improve their literacy. Fifth, effectively organize group cooperative learning to improve the efficiency of exchange learning. 1, the grouping is reasonable, the division of labor is clear, and the responsibility lies with people. 2. Pay attention to students with learning difficulties in group cooperation. 3. Group cooperative learning is inseparable from the guidance of teachers. 4, don't "follow the fashion", just seek practical results. 5. Appropriate and positive evaluation is the catalyst for effective cooperative learning. Sixth, carefully design classroom exercises to make students willing to practice. 1, class exercises should carefully capture life materials. Teachers should design classroom exercises to make students realize the connection between mathematics and real life. 2. The design of classroom exercises should be rich in form, lively and interesting, and open. 3. Classroom practice design should pay attention to communication and knowledge cohesion.