In classroom teaching, what we often mention most is "double basics" teaching, that is, basic knowledge and skills, and the greatest efforts are made in these aspects when preparing lessons. In this training and study, I saw the "four basics" teaching. On the basis of the "two basics" teaching, I added the teaching of basic mathematics ideas and basic activity experience. After reading it, I think these are all considerations for students and are necessary for students to adapt to social life and further development. So what? After studying, I have a deeper understanding. (1) Carry forward the fine tradition of "double bases". "Double basics" is the abbreviation of "basic knowledge and basic skills". It is a fine tradition and an important feature of mathematics teaching in China to require students to have a solid basic knowledge and skilled basic skills. "Curriculum standards continue to retain the' double bases' and list them as the first two items of the' four bases', further emphasizing the' double bases'. However, no matter which teaching method teachers adopt, they should strive to create a lively classroom atmosphere of teacher-student interaction and student-student interaction, and pay attention to cultivating students' habit of independent thinking and reflection and questioning. (2) Basic knowledge focuses on "understanding and mastering". The curriculum standard points out: "Students should not rely on rote memorization to master mathematical knowledge, but should be based on understanding and constantly consolidate and deepen in the application of knowledge." In other words, the teaching of basic mathematics knowledge should focus on making students "understand and master". For example, what are the characteristics of triangles? A triangle has three angles, three sides and their relationships. It is stable. At the same time, what is the connection between the triangle and some specific problems in real life? Mastery means expressing this object in a new situation on the basis of understanding, that is, learning to solve a new problem with the knowledge of understanding. In order to make students "understand and master" basic knowledge, teachers should strive to do the following in teaching. First, for the concepts, theorems and formulas of mathematics, let students know the background and context of these mathematical knowledge, and make clear the differences and connections between the learned mathematical knowledge and related knowledge, so that students can use these concepts, theorems and formulas to solve problems in mathematics, other disciplines and practice when necessary. Second, when paying attention to the "double basics" teaching of mathematics, we should not only pay attention to the results of students' acquisition of "knowledge and skills", but also pay attention to the formation process of "knowledge and skills". In particular, the process of knowledge formation cannot be greatly shortened in order to obtain results quickly. Third, for students to master the basic knowledge, we should adopt the learning method of imitating memory on the basis of understanding, rather than mechanical imitation, let alone rote learning. In particular, we must constantly consolidate and deepen the application of knowledge in order to truly master these basic knowledge. (3) Basic skills are formed in "understanding and mastering". The curriculum standard points out: "In the teaching of basic skills, students should not only master the procedures and steps of skill operation, but also understand the truth of the procedures and steps." In other words, the teaching of basic mathematics skills should also focus on making students "understand and master". Therefore, teachers should pay attention to the following points when cultivating students' basic skills. First, for the teaching of mathematical operation procedures and steps, teachers should not only let students remember these procedures and steps, but also let students understand the reasons: why these procedures and steps can be implemented for such problems, what is the reason of each step, what is the mathematical knowledge supported by these reasons, and what is its logical basis; Especially for the basic skills of calculation, students should not only know how to calculate, but also know the corresponding arithmetic, such as carry addition and abdication subtraction within 20. The method of making up ten is a basic method, but it is not just a way for students to remember making up ten. The key point is to let students understand arithmetic, that is, one out of ten is the truth of ten, such as three plus nine. Students divide nine into seven and two. Similarly, for students' drawing skills, students should not only understand the steps of drawing, but also understand the reasons for implementing these steps. Second, students' basic mathematical skills should be trained and repeated to some extent, but this kind of training is neither rigid training nor rigid repetition. In particular, it is necessary to master the appropriate "degree", take different levels of training for different basic skills, pay attention to the actual efficiency of training, let students train on the basis of understanding, and pay attention to the logical relationship between steps, so as to cultivate students' strict logical thinking. Training specially designed for exams should not be advocated. (4) Understand the basic ideas of mathematics with knowledge and skills as the carrier. The curriculum standard points out: "Mathematical thought is contained in the process of the formation, development and application of mathematical knowledge, and it is the abstraction and generalization of mathematical knowledge and methods such as abstraction, classification, induction, deduction and model at a higher level." Among them, the most basic mathematical thoughts are abstract thoughts, reasoning thoughts and model thoughts. The primary school stage is dominated by abstract thinking, and there are not many pure deductive reasoning. Pupils mainly think in images. In teaching, some knowledge is abstract from the beginning, and then students are trained with specific content, such as logarithmic understanding, and they begin to understand that numbers are abstract ideas. A simple number 5 itself contains an abstract concept. From five objects or five pictures to the number 5, students can gradually establish abstract thinking. Another example is the idea of "classification", which runs through the whole primary school teaching stage. In the lower grades, it is the classification of physical objects (such as buttons), and in the higher grades, it is the classification of some mathematical objects (angles, triangles, quadrangles). When learning the divisibility of numbers, it can be divided into prime numbers and composite numbers. These processes are also some classification processes, all of which contain. Through these specific teaching processes, students can feel the mathematical ideas and basically master them. Therefore, the basic idea of mathematics is the essence of mathematics teaching, and the "double basis" of mathematics is its carrier. Various mathematical activities are the forms of mathematics teaching, and the important basic ideas of mathematics should be realized in the process of mathematics teaching. Only by letting students experience the process of acquiring some mathematical knowledge and solving problems, and making them "read-understand", "doubt-ask", "do-solve problems" and "say-express communication" can they gain an understanding of basic mathematical thinking methods. Therefore, we should not only emphasize the importance of "double basics" teaching in mathematics, but also emphasize the importance of guiding students to understand the basic ideas of mathematics with knowledge and skills as the carrier. (5) In the process of learning and mastering knowledge and skills, pay attention to the accumulation of experience in basic mathematics activities. Curriculum standards particularly emphasize: "The accumulation of experience in mathematical activities is an important symbol to improve students' mathematical literacy. Helping students to accumulate experience in mathematics activities is an important goal of mathematics teaching, and it is the result of students' continuous experience and experience of various mathematics activities. "Only under the guidance of teachers can students participate in activities such as observation, training, guessing, verification, reasoning and communication, abstraction and generalization, symbol representation, operational solution, data processing, reflection and construction. In order to gradually reach their understanding and understanding of mathematical knowledge, accumulate basic experience in solving and analyzing problems, understand the rational spirit of mathematics, and form innovative ability. In classroom teaching, on the one hand, teachers should carefully analyze the combination of students' existing mathematical activities experience and new knowledge according to different learning periods and teaching contents, and design effective mathematical activities suitable for students' reality, so that students can accumulate experience in finding, researching and solving problems through their own practice, guessing and verification. On the other hand, giving full play to comprehensive practical activities is an important carrier for students to accumulate experience in mathematics activities. Comprehensive practical activities require students to use mathematical knowledge to solve a mathematical problem completely. This kind of activity can be statistical investigation, designing a spring outing plan, or demonstrating and exploring the conclusion of mathematical knowledge. Such activities often require students to cooperate in groups, and the problems that need students to think and discuss are also more complicated. By participating in these activities, students can better help them accumulate basic activities experience in mathematics. One is to take the accumulation of activity experience as the goal of mathematics teaching. There are many expressions in mathematics curriculum standards, such as what kind of process students go through in understanding mathematical concepts, and the purpose of this experience process is to let students accumulate activity experience. Therefore, in the teaching process, the activity experience is designed as the goal of mathematics teaching. By giving students the opportunity to observe, experiment, guess, verify and reason, students can cut, spell, do and guess. The second is to design some effective math learning activities for students, such as exploring the relationship between the three sides of a triangle. Students will experience that the sum of any two sides of a triangle is greater than the third side through inquiry, and then explore whether one triangle is like this, whether the other triangle is like this, a right triangle or an obtuse triangle. In the process of continuous exploration, they will accumulate the conclusion that the sum of any two sides of any triangle is greater than the third side. In a word, design some effective math learning activities so that students can accumulate experience in the process of analyzing and solving problems. Third, actively participate in comprehensive practical activities. As mentioned above, comprehensive practical activities are activities that students use what they have learned to solve mathematical problems completely. It is often necessary for students to cooperate in groups, think and discuss, and in the process of constantly sharing experiences, it is also a process for students to accumulate experience in basic activities. For example, the design of spring outing scheme is not a simple design problem. Students should ask questions, find problems, communicate with each other, discuss which scheme is good and which scheme is not, and then improve or overthrow this scheme. In this activity design process, students have accumulated experience on how to ask questions and how to use mathematics to solve problems.