I appreciate the great masters who take pains to teach their students. Don't bury students' innovation and persistence. My understanding of education, my thirst for knowledge and my concern for students will always inspire me. Now, combined with my decades of teaching practice, I will talk about some superficial understanding on how to do primary school mathematics well. It is often said that teaching is both a science and an art. If teaching really wants to be a science or an art, its foundation lies in teachers' basic teaching skills. As Professor Zheng Yuxin said: "Teachers' professional growth is not only the basis for us to do a good job in mathematics education and teaching, but also the key to the success of mathematics curriculum reform. "Then how to do basic skills? I think: first of all, we should strengthen theoretical study. We can learn from the experience and lessons of others, so as to prevent repeating the mistakes made by others. Secondly, we should pay more attention to the practice and reflection of teaching practice, because education is an infection and a subtle influence. Finally, we should promote the optimization of thinking: First, strengthen comparison. Second, let optimization become the conscious demand of students. Mathematics is the product of your own thinking. It will be very effective to exchange your opinions with others. Teaching basic skills are the most basic and important part of teachers' practical knowledge, and should also keep pace with the times. As a social activity, teaching changes with the change of society, and the basic skills of teaching also change with the development of society and the progress of science and technology. Twenty years ago, it was impossible to suggest that the integration of information technology and mathematics was a basic skill. Today, with the progress of modern education, it has become a basic skill that teachers must master. In a word, language, courseware making, expression, action, questioning, writing on the blackboard, introduction and ending in teaching are all basic teaching skills and necessary conditions for us to engage in teaching. The specific method is as follows: 1. Prepare course standards. Preparing lessons is the premise of improving teaching quality. To strengthen teaching, we must first strengthen lesson preparation. Curriculum standard is the basis of preparing lessons and a programmatic document to guide teaching. Preparing lessons must accurately reflect the concept of curriculum standards and meet the requirements of curriculum standards. The teaching objectives and value orientation of the new curriculum must be reflected by teachers when preparing lessons. As for the goal, the curriculum standard defines the overall goal of mathematics curriculum in compulsory education stage, and expounds it from the aspects of knowledge and skills, process and method, emotion and attitude. As for the content of learning, the curriculum standard arranges four learning areas in each learning period: number and algebra, space and graphics, statistics and probability, practice and comprehensive application, emphasizing students' mathematical activities. Teachers should have a goal in mind when preparing lessons. 2. Prepare teaching materials. Textbooks are the specific content of teaching. Teachers should first thoroughly understand the teaching materials when preparing lessons. Only in this way can we grasp the knowledge points, ability points, key points and difficulties of the textbook. What content should be understood, what knowledge should be linked with old knowledge, what knowledge should be used flexibly, and what ability should be cultivated to truly understand, infiltrate and transform teaching materials. We should "have books in our hearts". 3. Prepare students. "Only by knowing people can we teach well." Students are the object of teaching and the subject of learning, so students must be prepared for preparing lessons. It is necessary to change from how teachers prepare lessons to how students prepare lessons. The content must be conducive to students' learning and development, and students should be considered from multiple angles according to the theory of multiple intelligences. Starting from the "three-dimensional" goal, pay attention to the all-round development of all students. We must adhere to the development of students as the fundamental purpose, all for students' learning and all for students' development. 4. Prepare teaching design. Teachers are the designers of pre-class teaching and the organizers of teaching process. Design teaching needs to do a lot of work, and it is creative work. On the basis of thoroughly understanding the teaching materials and students, under the guidance of new teaching concepts, the teaching process and teaching methods of each lesson are carefully designed. Teaching design mainly includes clear teaching objectives, reasonable teaching process and flexible and appropriate teaching methods. After the teaching design is completed, you should be more proficient and truly become your own thing. In this way, in teaching, we can be "bound" by teaching design, but not by it. 5. Stimulate students' interest in learning. Einstein put it well: "Interest is the best teacher." Interest in learning refers to a psychological tendency that students are eager to acquire scientific and cultural knowledge, and strive to know it and explore it. In the process of learning, teachers should help students form a strong will, and don't give up easily when encountering setbacks. We should sum up setbacks, find out problems from them, and don't give up easily. Practice has proved that overcoming the difficulties in mathematics learning can cultivate students' strong will, and at the same time, it is conducive to students' future study, forming a virtuous circle and achieving the dual goals of teaching and educating people. 6. Create a democratic and open classroom environment. "Curriculum Standards" clearly points out: "The primary goal of mathematics education should be to acquire knowledge, and it should be changed to first pay attention to human development, create an educational environment conducive to students' lively and positive development, and provide students with sufficient development space. "An open classroom is a place to explore knowledge and a paradise for thinking collisions. Democratic teacher-student relationship and harmonious classroom atmosphere are important conditions to ensure the success of creation. Creating a democratic and harmonious classroom atmosphere is the guarantee for developing students' creative thinking. Once the classroom teaching touches the students' emotion and will, this method can play an efficient role. How can we create a democratic and harmonious classroom environment? First of all, teachers should love students. There is no education without love, which is gradually recognized as the true meaning of teaching. Secondly, we should establish a democratic and equal relationship between teachers and students, so that students can feel that teachers are their teachers and their closest friends. Finally, students should also form a harmonious, friendly, mutual assistance and competitive relationship. 7. Change "teaching" mathematics into "doing" mathematics. Practice has proved that it is not feasible to use the traditional "knowledge-application" model in primary school mathematics, trying to make students learn knowledge before using it, and "doing it after eating". The best way is to let students directly contact with all kinds of facts in mathematical practice, let them do experiments with their own ideas, and let them get all kinds of deep impressions in their minds and gain useful experience. Therefore, primary school mathematics teaching should attach importance to teaching practice and strengthen practical operation activities, so that students can learn by doing, realize by learning and create by understanding. 8. In order to transform classroom mathematics into social mathematics, traditional mathematics teaching focuses on mathematics classroom teaching. Students often learn mathematics in class by mastering relatively independent mathematics knowledge and skills in textbooks. Due to the lack of children's own life experience and logical reasoning ability, it is difficult for such teaching to achieve the purpose of learning knowledge and socialization. This reflects the limitations of people's understanding of mathematics in the past. In fact, mathematics is both cognitive and social. Therefore, we should put the classroom teaching into the society and students' practice, so that students can understand, experience, acquire and apply mathematics in a wider world. Therefore, mathematics teaching can only be given concrete meaning and show its due value if it is based on the real social and natural situation and the students' existing experience. After-class summary is an important part of the whole classroom teaching. The finishing touch of the summary at the end of class plays an important role in helping students sum up the key points, clarify the context of knowledge, deepen their memories, consolidate their knowledge, activate their thinking and develop their interests. A good summary at the end of class serves to achieve the teaching objectives, otherwise it will lose its meaning. In order to have a concentrated "refining" art, in the design process, we should grasp the most essential and main content, be concise, form a contrast, and make students suddenly enlightened. Teaching reflection is a process in which teachers take their own teaching activities as the object of thinking, examine and analyze their own behaviors, decisions and the resulting results, and it is a way to promote the development of ability by improving the self-awareness level of participants. A favorable teaching environment for teachers. Teachers encounter some phenomena in classroom teaching, find some problems, reflect on them pertinently, or discuss among teachers, and apply new understanding and reference to mathematics practice to form a virtuous circle, which is an effective way to improve teaching effect. Only by constantly improving teaching behavior can teachers provide accurate first-hand materials for teaching research, and teaching reflection is a booster for teachers' professional growth. After class, I reviewed my teaching design and actual classroom teaching, selected my most valuable and influential improvement suggestions and recorded them in the form of diary, and analyzed the reasons, ideas and measures for improvement, which created good conditions for targeted improvement of teaching plans. In short, to teach primary school mathematics well, we should think in many ways. In content, we should pay attention to students' daily life and social life, and make mathematics become life mathematics and social mathematics; Functionally, we should attach importance to the all-round and harmonious development of students and make mathematics become humanistic mathematics; In teaching methods, we should strengthen students' operation and practical activities, so that mathematics can become doing mathematics and practical mathematics. In short, primary school mathematics should be students' own mathematics. This is my feeling after listening to the lectures and reports of experts. As a primary school math teacher, I deeply feel that there is still a lot of knowledge to learn, explore and study. We should keep pace with the times, conform to the requirements of the times, study hard, teach in learning, reflect in teaching and advance in reflection! Contribute our strength to the cause of primary education. I firmly believe that as long as we are good at "attentively" teaching, we will certainly gain something. For more primary school mathematics teaching strategies, please see the topic "Primary school mathematics teaching strategies" and "More primary school mathematics teaching methods".