Instructors should design teaching from students' existing knowledge base, life experience, cognitive rules and psychological characteristics, find the breakthrough point of teaching, highlight the key points of mathematics, break through the difficulties of mathematics, capture the growing point of teaching, and make the teaching objectives conform to the teaching reality.

Why are students speechless and uninterested in the questions carefully designed by the teacher? Sometimes students turn a blind eye to "wonderful pictures" and have no interest? The fundamental reason is that the design of teachers' teaching objectives is divorced from students' mathematics reality. After thinking, the countermeasures we should take are:

① Understand students' existing knowledge base and life experience, and determine practical teaching objectives. As a teacher, you should do research before class.

The design of mathematics learning activities must be based on students' cognitive development level and existing experience. As a teacher, we should grasp the starting point.

③ In teaching practice, students should pay attention to the process of abstracting practical problems into mathematical models and explaining and applying them. As instructors, we should let students experience this process. 2. Create a good learning situation for mathematics-to stimulate students' learning, it is necessary to create a good learning situation according to the cognitive rules, psychological characteristics and teaching content of primary school students, which is helpful to stimulate students' interest in learning and generate the need to explore new knowledge. Therefore, this learning situation should be realistic, meaningful, valuable and challenging. 3. Choose appropriate teaching methods-pay attention to students' experience in the process of mathematicization.

The effectiveness of primary school mathematics classroom teaching must give students the opportunity to truly experience "mathematization". Therefore, we should adopt a variety of teaching and learning methods, so that students can learn to learn mathematics in independent thinking, inquiry learning and cooperative communication, and creatively solve problems with mathematical ideas and methods. And try a variety of experiences in the process of mathematical experience.

(1) Try every means to make students need to explore cooperative learning. (2) Create an interpersonal atmosphere of inquiry and cooperative learning, encourage independent thinking, communication, questioning and discussion, and stimulate the enthusiasm of inquiry and cooperative learning.

(3) Creating a good situation for inquiry learning, with clear inquiry objectives, and exploring cooperative learning is challenging and valuable.

④ On the basis of the grouping principle of "heterogeneity within groups, homogeneity among groups", the dynamic arrangement of groups is implemented, which breaks the long-standing situation that some people play a controlling role and some people are in a subordinate position, so that every student has the opportunity to establish an image and provide everyone with opportunities for development, progress and self-change. Rational application of countermeasures in teaching. To sum up, in order to improve the effectiveness of primary school mathematics classroom teaching, we should: determine the starting point of teaching, highlight the focus of teaching, break through the difficulties of teaching, and capture the generation point of classroom teaching. Simple teaching style, solid double-base training, thick teaching capacity, active thinking of students and flexible teaching methods.