Comprehensiveness is based on the fact that primary school mathematics belongs to pupils' own mathematics, which is characterized by conforming to pupils' acceptance ability and cultivating students' comprehensive ability. First of all, in primary school mathematics teaching, it is necessary to comprehensively apply multidisciplinary knowledge. Pedagogy, psychology, sociology and other knowledge can solve the problems of students' learning interest, students' acceptance ability and students' social identity in primary school mathematics classroom, which is very important for students to learn mathematics well and promote all-round development. Teaching content should involve all aspects of social life such as economy, society, history and geography, enrich students' knowledge and stimulate their desire to explore new knowledge. Secondly, the reform of primary school mathematics should reflect the humanistic spirit. It is the idea of the new curriculum standard to convey humanistic care to students and infect their hearts with fresh emotions. In classroom teaching, teachers should add the language of emotional encouragement, have cordial greetings, have sincere warnings and give care to students. For example, some teachers often use this sentence in math class: "If you carefully examine the questions, you will have excellent performance, and you should believe in your own strength." Facts have proved that the teacher's classroom atmosphere is harmonious, warm and positive.
2. Apply knowledge.
Mathematics originates from life and is applied to life. The application of primary school mathematics is the embodiment of the practical value of mathematical knowledge in real life. Pupils under the new curriculum, after learning book knowledge, can actively try to use the knowledge and methods they have learned to propose, think or solve problems in life from the perspective of mathematics. They are good at actively seeking opportunities for mathematical practice from real life, have strong comprehensive practical ability and innovative consciousness, and have little simple memory and imitation of book knowledge.
3. Open classroom.
Most textbook knowledge of primary school mathematics can be found in real life, so teaching activities can extend from in-class to out-of-class, and from classroom to society. Teachers can introduce real-life examples into the classroom, arouse students' interest and achieve good teaching results. In addition, the open classroom should also strive to achieve the openness of mathematics examination, respect students' individual differences and personality characteristics, allow students to make different answers according to their own understanding level and life experience, and encourage the non-uniqueness of answers.
4. The indispensable teaching practice.
The cultivation of practical ability and innovative consciousness is the requirement of new textbooks, and it is also determined by the subject characteristics of primary school mathematics. But for a long time, our education has always attached importance to knowledge inheritance and neglected teaching practice. Students should be encouraged to operate in and out of class. In the operation, students can verify their own mathematical knowledge and carry out mathematical innovation, from which they can realize the mystery of mathematics and stimulate their thirst for knowledge.