How to have a good math class in primary schools? 1. Create a situation to stimulate interest. A good class has a good start. By creating situations, we can stimulate students' interest, make students concentrate and take the initiative to undertake learning tasks. It is necessary to closely contact with students' living environment, and start from students' experience and existing knowledge to create a situation conducive to students' independent learning and cooperation and exchange. For rural students, their awareness of participating in learning and self-control learning is poor and their interest in learning is not high. Their learning motivation needs teachers to stimulate and mobilize. Therefore, teachers should create familiar and interesting teaching situations for students, so that students can truly become the main body of classroom learning and have the initiative in learning. Creating teaching situation is to build a bridge between teaching content and students' psychology of seeking knowledge, and to introduce students into the situational process related to teaching. Effective teaching situation can pluck the strings of students' thinking, stimulate their thinking sparks, condense their attention and stimulate their curiosity, thirst for knowledge and creativity. Facing the present situation of rural education, the new curriculum reform needs teachers to create an effective learning environment. For example, when I was teaching Axisymmetry, I selected some exquisite paper-cuts on the Internet and cut out the patterns of "Xi Lian Yuan Yang" and "Fu Gui Peony" before class. Exquisite modeling and meticulous craftsmanship attracted the attention of students at once. At this time, I asked my classmates to talk about their feelings. Some say "it's beautiful", others say "How did you cut this paper?" Some said, "I also want to cut such beautiful paper-cuts." The atmosphere in the classroom suddenly came alive, and then I said, "This paper-cut is cut according to the characteristics of axisymmetric graphics. As long as you find the characteristics of axisymmetric graphics from these two pictures and summarize them, you can create a beautiful paper-cut work by yourself. What are the characteristics of these two pictures? Let's go and find it together. " After listening, the students are also eager to find out the characteristics and cut paper by themselves. In this way, students take the initiative to undertake the task of learning and quickly enter the state of active exploration. Second, independent exploration and discovery of new knowledge Dutch mathematician Friedenthal said: "The only correct way to learn mathematics is to re-create, that is, students discover or create what they want to learn; The task of teachers is to guide and help students to do this kind of re-creation work, rather than instilling ready-made knowledge into students. " There is an old saying in China: "It is better to teach people to fish than to teach them to fish." Giving a mermaid benefits for a while, but benefits for a lifetime. Therefore, in the teaching process, we should pay attention to the cultivation of students' learning ability and ask students to "learn". Robert Jeffrey Sternberg, a famous psychologist and educator, famously said, "We firmly believe that the main goal of education is to guide students' thinking". Science curriculum standards also clearly point out that scientific inquiry can not only stay in form, but also pay attention to students' thinking development while paying attention to students' hands-on work. Research-based learning is carried out under the guidance of teachers and in the environment of classroom collective teaching. It is a learning way for students to explore, study and solve problems by themselves. This is one of the important ideas advocated by the new curriculum standards. Therefore, in mathematics classroom teaching, we must firmly establish the student-centered view of education subject, the view of education quality with emphasis on the development of students' ability, and the educational values with the goal of perfecting students' personality, so as to cultivate students' ability to acquire knowledge. Rural students lack thinking exercise and poor learning foundation. Teachers should fully respect students' individual differences and treat students as developing and developing people. Everyone has creative potential. We should try our best to change the situation that teachers blindly tell students to listen and acquire knowledge, organize effective inquiry activities, activate students' thinking, and make rural mathematics classroom teaching full of inquiry vitality. When I teach "The Basic Nature of Proportion", I give students the initiative, let them observe the terms of proportion, and let them calculate the sum-difference product quotient of two internal terms and two external terms themselves, and get the basic nature of proportion. Practice has proved that if a learner does not practice "re-creation", it will be difficult to really understand what he has learned, let alone use it flexibly. As a processor of teaching content, teachers should stand on the height of developing students' thinking, believe in students' cognitive potential, boldly abandon too many and too detailed examples that are not difficult to prepare, and give students as few hints and interventions as possible, just like "teaching does not need elaborate, students do not need elaborate", so that students can learn, discover, experience and actively construct knowledge through experience like scientists. Third, focus on hands-on practice. Teaching and learning should be centered on "doing". Mr. Tao Xingzhi put forward the idea of "integration of teaching and doing" long ago, and the "carpenter teaching method" is also very popular in the United States, which allows students to find, test and spell ... because "you can only learn by doing". Piaget pointed out: "The traditional teaching is characterized by frequent oral explanations, rather than mathematics teaching from the actual operation. "This has greatly suppressed students' practical ability. "Doing" is to let students operate and experience mathematics in operation. Through practical activities, students can gain a lot of perceptual knowledge, and at the same time help to improve their interest in learning and stimulate their thirst for knowledge. When I was talking about "observing graphics", I asked the students to cut their own vegetables, such as potatoes or radishes, into small squares after class. In class, students put out objects with different shapes and observe the figures they see from different directions. This is better than what the teacher said. For primary school students with dominant action thinking, they may forget it after listening to it; After reading it, you may understand; Only when you do it will you really understand. Teachers should be good at handling teaching materials from the perspective of practice, and strive to design the teaching content into materialized activities, so that students can experience the joy of "doing mathematics". Fourth, cooperation and exchange, exploring innovative cooperative learning mode is an important learning mode advocated by the new round of curriculum reform. It achieves its goal through cooperation and interaction among students, which not only fully embodies the democracy of teaching, but also gives students time for free activities and opportunities for mutual communication. It is a stage for students to learn from each other's strong points and show their individuality. The application of cooperative learning in mathematics classroom teaching can change students' traditional receptive learning, make students learn knowledge more actively, highlight students' dominant position in the classroom, and make teachers really change from classroom dictators to collaborators. As far as rural education and teaching are concerned, most teachers regard the cooperative mode as a decoration in classroom teaching, or hastily withdraw their troops in order to finish the teaching progress in a hurry, so that cooperative learning can not be effectively reflected in the classroom. In order to achieve the two goals of cultivating students' cooperative consciousness and spirit, teachers should establish an effective cooperative model to reflect the democracy of teaching. Teacher-student interaction and student-student cooperation in the classroom can build an equal and free dialogue platform, so that students can be in a positive, active and free state, so that unexpected experiences and sparks of thinking collide and different students can get different development. Therefore, individual experience needs to communicate with peers and teachers in order to be constructed smoothly. Let students fully express and demonstrate in cooperation and exchange, and better exercise their innovative thinking ability. When students cooperate and communicate, they should be careful not to be inclined to form and play tricks. It seems to be a group discussion, but in fact everyone chats. Teachers should go deep into groups, participate in discussions and listen to students' opinions. Put exploration into practice. V. Solving problems in connection with life "Mathematics Curriculum Standards" points out: "Mathematics teaching should reflect life. Everyone learns valuable math. " Teachers should create conditions and attach importance to learning and understanding mathematics from students' life experience and existing knowledge; We should be good at guiding students to apply the mathematical knowledge and methods learned in class to real life, which can not only deepen their understanding of knowledge, but also let students experience that mathematics and its value are everywhere in life. Experiential learning needs to guide students to actively participate in the whole process of learning, think and exercise their thinking in experience, and create, cultivate and develop innovative thinking and practical ability in thinking. Of course, it is very important to create a pleasant learning atmosphere, which can reduce students' fear and boredom of mathematics. Let students experience it personally, and the classroom is smooth, enthusiastic, full of vitality and vitality; Letting students experience success will arouse a strong thirst for knowledge. At the same time, teachers should go deep into students' hearts, experience the process of knowledge acquisition with them, experience psychological experiences such as expectation, waiting, anxiety and excitement, share the happiness of knowledge acquisition with students and experience the happiness of learning with children.