Basic education has changed from exam-oriented education to quality education, and the task is still very heavy at present. Deepening quality education, as a discipline of school education, should cultivate students closely around the content of quality education to meet the needs of cross-century social development. Primary school mathematics is no exception. Starting from the current reality, it is particularly important to fully understand the position and role of primary school mathematics teaching in quality education and improve the efficiency of primary school mathematics classroom teaching around quality education.

First, the status and role of primary school mathematics education in quality education

"Nine-year compulsory education full-time primary school mathematics syllabus (Trial)" points out: "According to the characteristics of mathematics, students should be educated in learning, loving motherland education, loving socialism education, loving science education and dialectical materialism enlightenment education. Cultivate students' good study habits and the spirit of independent thinking and overcoming difficulties. "That is to say, primary school mathematics is not only to impart knowledge, cultivate ability and develop intelligence, but also to reflect the nature of socialist education and the purpose of quality education.

The role of primary school mathematics teaching in quality education is mainly reflected in the following aspects:

1. Develop logical thinking ability. Logical thinking ability refers to the ability to think correctly and reasonably. That is, the ability to observe, compare, analyze, synthesize, abstract, summarize, judge and reason things, and the ability to express one's thinking process accurately and methodically by using scientific logical methods. Logical thinking ability is not only the ability to learn mathematics well, but also the ability to learn other disciplines and deal with daily life problems. Mathematics is a discipline that reflects the objective world with quantitative relations (including spatial forms), which is very logical and rigorous. Therefore, primary school mathematics has superior conditions and bears certain responsibilities in cultivating students' initial logical thinking ability.

2. Develop non-intellectual factors. People's complex psychological activities can be divided into two parts, namely, intellectual factors and non-intellectual factors. Intelligence factors consist of five basic factors: observation, memory, imagination, thinking and attention. Non-intelligence factors include many psychological factors, mainly composed of five basic factors: motivation, interest, emotion, will and personality. Non-intelligence factors play a leading role in the development of students' quality. Judging from the stability of psychological activities, research and facts show that people's intelligence factors are relatively stable and will not fluctuate too much. However, non-intellectual factors are not. It's very unstable, very unstable. Because of this, it is particularly important to develop and cultivate students' non-intelligence factors in quality education in primary schools. Mathematics is a subject with strong knowledge, aesthetics and logic. Knowledge is mainly reflected in solving practical problems, stimulating students' thirst for knowledge, thus generating good learning motivation; Aesthetics, such as the concise beauty of mathematical language and problem-solving methods, the symmetrical beauty of geometric figures and numbers, the unified beauty of mathematical structure and scores, etc. , can arouse the enthusiasm and initiative of students; Logic requires strict skills training for students, such as careful examination of questions, careful calculation, neat handwriting, standardized format, conscious inspection, timely completion, face up to mistakes, take the initiative to correct, not afraid of setbacks and other good study habits, and cultivate students' learning spirit of independent thinking, overcoming difficulties and dealing with problems.

3. Inspire the viewpoint of dialectical materialism. In the long process of the occurrence and development of mathematical knowledge, human beings have accumulated a set of mathematical scientific thinking laws and methods to deal with problems. All these laws and methods are full of dialectical materialism. There are many examples of dialectical materialism education for students in combination with mathematics teaching. For example, introduce mathematical knowledge or practical application through students' actual operation and examples, and educate students with the view of practice first; Through more and less, addition and subtraction, known and unknown, accuracy and approximation, straight line and curvature, educate students with the view of unity of opposites; Through the internal relations between concepts, nature and nature, concepts, nature and law, numbers and formulas, numbers and shapes, numbers and shapes, formulas and application problems, students are educated in the idea of unity of opposites, mutual connection and development; Through the process of four operations, solving application problems and deducing geometric formula, students are educated with the viewpoint of contradiction transformation.

4. Love the motherland and socialist education. China is one of the hometowns of mathematics, and the Chinese nation has a glorious history of mathematics. There are many vivid materials in primary school mathematics textbooks. The teacher introduced the outstanding achievements of mathematicians in China, the great contribution of China people to the development of mathematics in modern times, and the deeds of many mathematicians in China, especially since liberation, to stimulate students' enthusiasm for loving the motherland and socialism, and to cultivate students' spirit of devoting themselves to the construction of the motherland and studying hard.

5. Cultivate scientific and cultural qualities. The teaching contents and textbooks of primary mathematics in nine-year compulsory education enable students to have the ability to calculate integers, decimals and fractions; Get the basic knowledge about integers, decimals, fractions, percentages and proportions, some common quantitative relations and methods to solve application problems, express numbers with letters, simple equations, quantities and measurements, simple geometric figures, abacus calculation and statistics; Develop students' initial concept of space, and initially learn to use the learned mathematical knowledge and methods to solve some simple practical problems.

Second, improve the efficiency of primary school mathematics classroom teaching around quality education

The key to implementing quality education lies in the classroom. Mathematics classroom is the main position to implement quality education. Only by closely focusing on the objectives and requirements of quality education, enhancing the consciousness, sense of mission and responsibility of quality education, and improving the outdated classroom teaching methods and approaches can we improve the efficiency of quality education for students in mathematics classroom teaching.

For a long time, influenced by the traditional teaching concept, we attach importance to exam-oriented education and ignore quality education. Classroom education exaggerates the leading role of teachers and ignores the main role of students. In class, the teacher who is operated by students replaces the teacher who explains students' thinking, and the teacher takes over students' learning activities, which seriously distorts teaching behavior, inhibits students' initiative and creativity in learning, and restricts the development of students' talents. Teaching should not only play the leading role of teachers, but also play the main role of students, and the "two masters" should not be neglected. To some extent, from the perspective of students' main role, classroom teaching should play the leading role of teachers. The leading role of teachers is mainly reflected in stimulating students' interest in learning, inspiring students to think, guiding students to observe, operate and express, pointing out learning methods, and controlling and regulating students' learning activities. Specifically:

1. Cultivate interest. Interest is the primary condition for students to learn mathematics well, and cultivating students' interest in learning is the primary task of teachers. Mathematics teaching is not only a cognitive process, but also an emotional process. Bloom, a famous American psychologist, once pointed out that emotions do not necessarily arise and develop naturally with cognitive effects, but need special evaluation and cultivation by educators. In other words, students' interest in learning needs to be cultivated by teachers. Mathematics classroom education, cultivating students' interest should start from the following aspects. First of all, we should create a harmonious and pleasant classroom atmosphere. Teachers should follow students' cognitive laws and psychological characteristics, create knowledge-seeking situations, and stimulate students' internal motivation to learn mathematics. Secondly, pay attention to the art of classroom teaching. Through the artistry, vividness, distinctiveness and interest of teaching, teachers reveal the charm of mathematics textbooks, arouse students' enthusiasm and initiative in learning, and make students learn lively. Third, establish a good teacher-student relationship for all students. Teachers should help underachievers overcome psychological barriers, make them confident to learn well and improve their courage to overcome difficulties. Fourth, strengthen the emotional communication between teachers and students. With keen insight, teachers can understand students' emotional expression, convey their feelings quickly and timely by means of gestures, eyes, language, etc., pay attention to catching reasonable factors in the answers of underachievers, develop their "bright spots" of thinking, set some questions that underachievers can answer in a planned way, safeguard their self-esteem and stimulate their thirst for knowledge and enthusiasm for learning.

2. Church method. The main goal of classroom teaching is to implement quality education, so that students can master its laws and methods in the process of forming mathematical knowledge, gradually cultivate students' ability to draw inferences from others, learn from others, and integrate, and guide students to develop from "learning" to "learning". To achieve this goal, teachers must guide students to gradually understand and master the methods of acquiring mathematical knowledge in combination with mathematics teaching. Such as reading learning method, operation learning method, transfer analogy learning method, discovery learning method, attempt learning method and so on. Students should also learn the methods of analysis, synthesis, correspondence, transformation, hypothesis, comparison, reduction and reverse. Let students master these learning methods, and with the help of these learning methods, let students better digest, absorb and apply mathematical knowledge, so as to achieve the purpose of developing and improving their quality.

3. Strengthen guidance. To implement quality education, the relationship between teaching and learning should develop harmoniously, and the focus of teaching should shift from "teaching" to "learning"