The New Curriculum Standard points out that learning is a personalized action. As teachers, we should create a "place" in the classroom teaching environment that is conducive to publicizing students' personality, so that students' personality can be released in a relaxed, natural and pleasant atmosphere and show the vitality of life. However, for a long time, our classroom has neglected the development of students' emotion, imagination, understanding and the existence of life. We overemphasize the memory and imitation of knowledge, restrict children's mouth, hands and brain, and suppress students' initiative and creativity, which eventually makes teaching mechanical and boring, lacking childlike innocence and spirituality, and lacking vitality. Then, in the face of the challenge of the new curriculum reform, how to make our math classroom really alive? The author thinks:

First, sincerely face the students and reward them for becoming the masters of learning.

(1) Equality, cooperation and communication

Teachers and students are equal communicators in class. It is a kind of humanistic care for teachers to squat down and look at students. Squatting is not only physical, but also spiritual. It is fully integrated into students to cooperate and communicate with them, thus creating a classroom atmosphere conducive to personality development and enabling students to effectively acquire new knowledge and abilities. Only when teachers and students are equal can we arouse the enthusiasm of teacher-student cooperation, which is conducive to the communication between teachers and students and make the classroom a "salon" for communication.

(2) Listening, appreciating and inspiring

The new curriculum attaches importance to the intersection, synthesis and infiltration of subject knowledge, which is indeed a challenge for subject teachers who have always thought that "interlacing is like a mountain". What do we do? This requires teachers to change from a teacher to a learner, learn to listen sincerely, explore and develop with students. At the same time, the teacher is a successful appreciator. He should pay attention to every "little thing" of every student and appreciate the positive performance of students in emotion, attitude and values. Only in this way can students learn in happiness and grow up in success. Moreover, teachers should also be motivators of personality publicity, so that each student can be respected in the incentive atmosphere of teacher personality publicity, and then play their own wisdom and truly experience the joy of learning.

Second, return the classroom to the students and collide with the sparks of thinking with your heart.

(A) "Love" filled the classroom.

A classroom without "love" is not an ideal classroom. If the classroom is full of "love" between teachers and students, the classroom will become full of vitality, teachers will teach with ease, and students will learn freely; With "love" in the classroom, teachers and students will respect and understand each other. Teachers don't have to impose their views on students, and students don't have to "ponder" the teacher's ideas carefully. With "love" in the classroom, teachers will not only pay attention to the transmission of knowledge, but pay more attention to the existence of students as a living body. If the students can't answer the question, they can say, "You can do it, think again!" " "When you meet a student who doesn't want to answer, you might as well say with expectation," Try it first and tell the teacher gently. " "I knew you could do it. No, you speak loudly! "... in the warm love of teachers, students can often have a positive emotional experience, so as to learn and develop independently.

(B) "Creativity" leads the classroom

Only by creating a harmonious, independent and innovative classroom atmosphere and abandoning the monotonous teaching mode of teachers' high pressure, indoctrination, question and answer, can students freely and boldly express their curiosity, challenge and imagination in class, so as to ask some questions with innovative thinking. For example, when teaching Month Day, I first asked the students to talk about their understanding of Month Day, and the classroom suddenly exploded, and the students expressed their opinions. At this time, I asked them to open their books and look at their calendars. What other "year, month and day" knowledge did you learn through reading? Can you classify these knowledge systems? Discuss in groups of four and fill in the corresponding forms (provided in advance). In this atmosphere, students' thoughts began to be free, and they had the space for independent thinking, which stimulated students' innovative inspiration and innovative thinking and made the classroom a paradise for their happy study.

Third, life melts mathematics, so that students can appreciate the fun of mathematics.

Practice shows that looking for examples related to students' life, making mathematics come from life, abstracting mathematical problems purposefully, and returning mathematical knowledge to life can not only make students feel life-oriented mathematics, look at the life around them with mathematical eyes, and enhance their mathematical consciousness in life, but also help to explore the potential of independent learning of each student, which is undoubtedly the "source of vitality" to improve students' enthusiasm for learning mathematics.

(A) life examples into mathematics

Combine the examples around us into the math classroom, so that teaching and learning can jump out of textbooks and enter real life, making the math classroom bigger. The price tag of the supermarket, the interest rate of the bank, the estimation of the purchase area of home improvement materials, and the investigation and statistics of canteen recipes can all be the source of materials for learning mathematics. For example, when teaching two-step application problems, the scene of "six athletes and two referees in three classes of senior three" is set up in combination with the scene of school sports meeting. Ask students to ask math questions according to the pictures and solve them directly in one step. Then the teacher sorts out two-step application questions according to the students' answers, so as to introduce new content into the teaching. This kind of learning is undoubtedly a great internal motivation to stimulate students' knowledge and make the mathematical problems to be studied concrete and visualized.

(B) Mathematical problems return to life

Mathematics comes from and serves life. Therefore, it is necessary to create conditions for applying mathematical knowledge, give students opportunities for practical activities, and let students deepen their consolidated understanding of new knowledge in practical activities. For example, after teaching the example of "encountering application problems", the teacher asked, "Is there only one kind of walking in real life?" Under the guidance and inspiration of the teacher, after the students have listed some reasonable actual situations in real life, the teacher can let the students re-compile the questions and solve them by themselves. For example, in the teaching of Yuan, Jiao and Fen, how many kinds of stationery can I buy for you 10 yuan? In the teaching of classified statistics, students can count the classes they want to learn in a week, the number of class hours in each class, etc ... Only by truly applying mathematics knowledge to solve practical problems in life can students broaden the content of mathematics and stimulate their enthusiasm for learning, and achieve the ultimate goal of learning mathematics.

In short, the primary school mathematics classroom under the background of the new curriculum reform is no longer a closed knowledge concentration training camp, nor a simple knowledge postponement, but a mirror that reflects the way and ability of "intelligent learning", allowing students to learn independently, explore cooperatively, think freely and be inspired, making our classroom more and more beautiful and colorful. Isn't this the classroom charm that we have been pursuing?