In order to meet the requirements of the society for new talents under the new situation and promote people's own development, the reform of basic education has been constantly innovating and developing. Now the demand for innovative talents and compound talents is getting higher and higher. The times require that the talents trained by education must have certain innovation and practical ability, and can realize their own value in society. Therefore, the subject of primary school mathematics is also brewing new teaching ideas and teaching strategies in the wave of century education. In the long-term refining and innovation revision, the new curriculum standard of primary school mathematics is approaching the requirements of talent training in the new century step by step, and this will also be a subject worthy of continuous exploration and research. Next, I will talk about some superficial views on the implementation of mathematics teaching in primary schools in combination with the harvest of this national training study and the requirements of the new curriculum reform. The new primary school mathematics curriculum standard clearly points out: "Mathematics education needs to face all students and realize that everyone can learn valuable mathematics;" Everyone can get the necessary mathematics; Different people get different development in mathematics. Mathematics teaching should be a learning process of hands-on practice, independent exploration and cooperative communication. Mathematics activities must be based on students' cognitive development level and existing knowledge and experience. "These requirements of keeping pace with the times are working principles that deserve our educators' constant attention. How to embody these requirements in our teaching, the reform of teaching implementation process is imminent. First, change teaching strategies and optimize teaching methods. According to the new curriculum standards, our teaching process needs to be a process of bilateral interaction. Teaching and learning must reflect a harmonious relationship in teaching, break the traditional teaching method, update teachers' educational concepts, and realize the transformation of the main position of "learning by doing". Therefore, we can try to change the teaching strategies and optimize the teaching effect from the following aspects. (1) Creating a mathematical situation close to life to stimulate students' interest in learning mathematics is the best teacher to learn, and properly creating a mathematical situation from life can not only stimulate students' interest in learning mathematics, but also make students feel that mathematics comes from life's mathematical values, which is also an effective way to reflect the value of mathematics. Story introduction, mathematical games, life cases, intuitive demonstrations and simulated performances are all effective ways to create mathematical situations. It is worth noting that when creating mathematics situations, we should combine students' existing knowledge level and build learning situations that meet the teaching requirements on the basis of students' own cognition. The effectiveness of the created mathematical situation must be reflected in the collision of old and new knowledge, the arousal of students' thinking about unknown knowledge and the assistance of the whole classroom teaching process. (2) Guide students to communicate in groups. The new curriculum standard of mathematics requires that the teaching process should be student-centered and teacher-led. Nowadays, educators pay more and more attention to the exploration of new classes, especially cooperative learning classes. Teacher Qiu Xuehua's "trying teaching method", teacher Li Jilin's "situational teaching method" and teacher Wei Shusheng's "six-step teaching method" are all outstanding explorations and attempts in the reform of basic education. For example, the "student-oriented classroom", "effective classroom" and "sunshine classroom" piloted in my area are good explorations of group cooperation, exchange and learning. Its purpose is to return the classroom to students, let students become the masters of learning, participate in classroom learning, arouse students' thinking by assigning homework, acquire knowledge through group discussion and exchange, and cultivate students' logical thinking order through classroom display. Let students stimulate the passion of exploring knowledge in the conflict between existing knowledge and new knowledge to be learned, let students feel the process of knowledge occurrence, development and result, and let students construct their own mathematical knowledge system and form their own mathematical knowledge structure. This process makes our study a subjective activity of acquiring knowledge, exploring independently and cooperating and communicating, which helps to teach students to "learn to learn". (3) Combining with the reality, the orientation of cultivating application ability and innovation consciousness in mathematics education is to let students get their due development in mathematics and reflect the value of mathematics. To reflect students' development in mathematics, it is necessary to understand students' ability to apply mathematics knowledge and whether they have innovative consciousness. Qian Xuesen once asked the question of the century: "When will China cultivate innovative talents?" Primary school mathematics educators have a long way to go to cultivate innovative consciousness. The primary school stage is the starting point of cultivating children's innovative consciousness, and most of the traditional education models stifle children's innovative consciousness from the beginning. Therefore, educators standing in the front line of education have to reflect on how to cultivate children's innovative consciousness in primary school. Mathematics is a subject that can train children's thinking well. Encourage students to think more and apply more in mathematics learning, use mathematics knowledge to solve practical problems, and let students express their ideas. Starting from reality, cultivate children's application ability and innovative consciousness from an early age. Secondly, change the teaching evaluation mode to reflect the multi-scale and all-round comprehensive evaluation mode. Teaching evaluation is a necessary means to fully understand students' learning situation, improve teaching rules and improve teaching quality. The evaluation of primary school mathematics teaching requires not only the evaluation of students' learning results, but also the evaluation of students' learning process. The evaluation of learning results focuses on mastering students' learning situation, which is convenient for checking and filling gaps and optimizing learning effect. Learning process evaluation pays attention to understanding students' learning behavior, learning habits and all other learning-related activities, so as to improve students' bad learning behaviors and habits and guide students to learn to learn. In addition, the evaluation methods also require diversification, for example, using evaluation scale to evaluate, combining formative evaluation with diagnostic evaluation, and combining qualitative and quantitative evaluation with normative evaluation. In the process of teaching evaluation, we should pay attention to fairness and justice, respect objective reality, and pay attention to the evaluation art of integrity and individual differences. In order to ensure the comprehensiveness of evaluation, teaching evaluation not only requires the evaluation of students' learning, but also requires teachers to evaluate students' daily moral behavior norms, which will also play an auxiliary role in students' learning. Finally, pay attention to students' individual development needs. In view of the learning stage of primary school, the individual differences of students' learning will gradually be reflected in the process of mathematics learning, especially in senior grades. The embodiment of differences is an inevitable feature in the teaching process, and it is an inevitable requirement to reasonably handle the development needs of students' differences, meet the knowledge needs of different students and realize their proper development in mathematics. This is a topic that we have been paying attention to for a long time, and it is a direct manifestation of making up for the shortcomings of the current education system and realizing the different development of different students. Supplementing the learning needs of underachievers to make them reach their due knowledge level; Expand students' necessary mathematical knowledge with strong knowledge acceptance, so as to improve students' growth space and truly realize individual development needs. Under different circumstances, our curriculum reform has been going on for a long time without interruption, accompanied by our educators' continuous innovation and exploration in the process of teaching implementation. All these attempts and experiences are sought after by educators. All these efforts and explorations are aimed at raising our education to a new level, a new level that can meet people's development and realize people's value.