First of all, teachers should respect students' personality differences, pay attention to effective evaluation of classroom teaching, and cultivate students' self-confidence in learning. Because the new curriculum emphasizes that curriculum reform is not just a change of teaching materials, but an update of educational ideas and a practice that contains new educational ideas. So I think teachers should break the old ways in classroom teaching, respect students' personality differences and let them feel that they are really different. Especially for junior students, teachers' proper evaluation and encouragement have a great influence on them. Therefore, in the usual mathematics classroom teaching, I will let students ask open questions and let students participate in each other when answering questions. Who will answer his or her question? Are there any other answers? In this way, students can express their opinions and discuss actively, so that they can think in discussion and communicate in cooperation. In addition, when I ask questions to students with learning difficulties, I also leave some time for them to think, and often use some inspiring language to stimulate their enthusiasm for learning and let them establish confidence in learning mathematics. Second, in classroom teaching, students are given opportunities to do mathematics, so that students can experience the fun of creation. In the traditional classroom teaching in the past, students were passive recipients of knowledge, that is, they did what the teacher said, but their creative potential could not be tapped, so many students also lost interest in learning mathematics knowledge. Everyone has a desire to create and enjoys unparalleled happiness after creation, so I think it is very important for teachers to find ways to tap students' creative potential in class, which can greatly improve students' interest in learning mathematics. For example, when I was teaching the calculation of rectangular area, I changed the previous teaching procedure in class because students already knew the characteristics of rectangles. Instead of arranging students to calculate according to the data in the textbook, I asked students to find rectangular objects in the classroom, let them freely combine, measure the length and width of rectangular objects and collect data, and then calculate the results after discussion in groups. This kind of classroom can make students form a unique experience of new knowledge in the process of doing mathematics, really enjoy the fun of creation, get the joy of success, and enhance students' self-confidence in learning mathematics well. Third, lead the classroom to life and let students perceive mathematics in life. For a long time, students think that mathematics knowledge is boring, and most teachers also think that mathematics classroom teaching is difficult to improve students' interest in learning, and the classroom teaching effect is not very good. Then where is the reason? In my opinion, the main reason is the lack of connection between mathematics classroom teaching and real life. As the saying goes, life is the source of wisdom and knowledge. If mathematics classroom teaching is completely divorced from life, students are obviously bored and tired of learning mathematics knowledge. Therefore, in the usual mathematics classroom teaching, I attach great importance to the connection between mathematics knowledge and life, create some intimate, natural and life-related problem situations, stimulate students' desire to solve problems, and let students unconsciously participate in the learning process in happiness. Because the students in our school are all children from rural areas, and the teaching facilities in rural schools are not perfect, playing glass ball games on campus is children's favorite game, so when I teach Statistics and Possibility in Grade Three, I use glass balls as teaching AIDS to tell students the rules of the game: there are two equal glass balls, red and yellow, and students are required to touch 1 ball at a time. After touching them, ask them to touch them again. A * * * touches the ball for 40 times. Similarly, the colored ball touched each time is recorded in the ball touch record table by orthography, and then the times of touching the red ball and the yellow ball are counted respectively and filled in the ball touch result statistics table. In this way, both top students and students with learning difficulties are full of interest and devote themselves to the study of new courses with a relaxed and interested attitude. They work in pairs and think by themselves, which also makes students feel that there is mathematics everywhere in their lives, thus stimulating students' interest in learning. Throughout the class, students' learning mood is high and the learning effect is very good. This also makes me deeply realize that teaching leads the classroom to life and makes students feel mathematics in life (play), which can not only promote students' enthusiasm for learning, but also achieve unexpected teaching results. Didn't education experts say that the evaluation of classroom teaching methods should not only consider how teachers teach, but also always think about whether it can arouse students' desire to learn and help students master the correct learning methods? The evaluation of the success of a class mainly depends on the teaching effect. It depends on whether the teacher's teaching embodies a brand-new educational concept, whether it achieves the teaching purpose and whether it completes the teaching task. Therefore, I think the effective evaluation of primary school mathematics classroom teaching can not be separated from the three viewpoints I mentioned above.