At present, the new curriculum reform has been vigorously carried out in primary schools in Qiongzhong County. Fu Yongdong, deputy director of the Education Bureau in charge of the new curriculum reform, put forward many new ideas, new spirits and new requirements about the new curriculum reform, such as: everyone learns valuable mathematics, and different people get different development in mathematics; There is mathematics in life, and there is life in mathematics; Pay attention to students' emotions, attitudes and values; Advocate inquiry learning, group cooperative learning, etc. As a vice-principal who has been in charge of school teaching for many years, I think that in order to improve the quality of school mathematics teaching in an all-round way, we must understand the development of today's education situation, master the concept of new curriculum reform, guide students to carry out mathematics teaching activities purposefully according to the arrangement of new mathematics curriculum standards, follow the psychological law of students learning mathematics, and emphasize the cultivation of students' innovative consciousness and practical ability from their existing life experience. According to the development of the new curriculum reform in our school and my previous teaching experience, I will talk about some experiences on how to teach mathematics well in primary and secondary schools in the new curriculum reform: 1. Teachers must grasp the characteristics of new mathematics textbooks and determine effective teaching objectives. The main feature of the new mathematics textbook is that it is not only connected with social life, but also with the reality of primary school mathematics teaching and students' learning. Let students feel that mathematics knowledge is everywhere in life and society, and mathematics is around. Therefore, effective teaching objectives should be determined according to different contents in teaching. On the basis of students' original knowledge and life experience, we emphasize methodology, experience, comprehensiveness and development, and combine the main knowledge of the subject to carefully plan exercises and carefully design independent, exploratory and cooperative learning activities. At the same time, introduce autonomous learning methods to help students consolidate and expand their subject knowledge, change their learning methods, effectively promote the improvement of their subject learning effect, gradually learn to learn, and strive to realize the cultivation of students' lifelong learning aspirations and abilities; Most of our school are rural students. Because we are located in mountain villages, we should pay special attention to the students' physiological and psychological status and knowledge development level in these mountain villages, strengthen the comprehensive application of multidisciplinary knowledge and the cultivation of comprehensive ability, and guide students to strengthen the application of disciplinary knowledge through diversified learning activities such as practice, observation, experiment, discussion, production, evaluation, investigation and research, and creation. We should not only pay attention to the process and results of students' mathematics learning, but also pay attention to students' scientific attitude, scientific spirit and creative ability. Second, strengthen the connection between mathematics and life, so that students can turn learning mathematics into concrete feelings and experiences. Primary school mathematics is the foundation of mathematics education and the beginning of children's lifelong learning of mathematics. How to show a colorful mathematical world in front of children, make abstract and boring mathematics lively and interesting, and let children love mathematics from the heart and actively use it. I think the key is to strengthen the connection between mathematics and life, turn abstract and unfamiliar mathematics into concrete feelings and experiences, and make mathematical knowledge come alive. The research of modern children's psychology shows that when students study mathematics, their psychological activities cannot be separated from the support of concrete things. Moreover, primary school students' learning has a strong emotional color, and they are kind and interested in familiar life scenes. Only when mathematics no longer keeps a straight face, but is closer to the reality of children's lives, will they be interested in learning, enter the role of learning, truly feel and experience the charm and value of mathematics, and enhance their confidence in understanding and application. In teaching, we should pay attention to the familiar life prototype of students, arouse their existing life experiences and feelings, and make learning a heartfelt demand of students. For example, I saw a teacher in an online teaching video. The teacher introduced this part in the first volume of the first grade of the teaching and education edition: Before class, the teacher deliberately put the eraser on the border above the blackboard. During class, the teacher pretended to be surprised and said, Hey, why did the eraser run so high? Who will help me take it off? A student went to the podium to get it, but because the student was short and out of reach, he jumped up to get it. Obviously, he made great efforts, but he still couldn't reach it. The teacher smiled and said, I'll get it. The teacher began to take off the blackboard eraser. And ask: students, why did he work hard to get it just now, and I succeeded so easily? Students have spoken: because the teacher is tall and the students are short; Said that the teacher is taller than him and he is shorter than the teacher; Teacher, you have grown to the blackboard, and you can reach it at once. According to the students' speeches, the teacher immediately asked the students who had just taken the blackboard eraser to come up and stand next to the teacher, a little taller and shorter, and guide the students to express themselves in complete language. The teacher concluded: It seems that in life, we often need to know who is tall and who is short, so that we can deal with problems according to different situations. Today, we will learn how to compare height and height together. I think this teacher's lead-in design is very novel, which embodies new ideas and new teaching methods, and makes students understand the importance of tall and short people in laughter. Feel the joy of learning in concrete feelings and experiences, and stimulate your interest and emotion in learning. Thirdly, we should pay attention to cultivating students' exploratory thinking in mathematics teaching. The new curriculum reform advocates students' active observation, hands-on operation, bold speculation and cooperative communication. Effective mathematics learning activities can not only rely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are the main ways for students to learn mathematics. Under the brand-new educational concept, the role of teachers, teaching methods and students' learning methods have undergone fundamental changes. Especially in mathematics teaching, the highest point of exploratory thinking, unconventional, change, multi-level, multi-angle and multi-direction consideration. In my opinion, to cultivate students' inquiry thinking in our rural primary school with many students, we need to pay special attention to the following aspects: 1. Cultivate students' interest in learning mathematics. If students are interested in mathematics learning, then the whole psychological activity of students will be in a positive state, and they will concentrate on their studies and truly master the concepts, properties and basic laws of mathematics. 2. Cultivate students' good thinking ability. Because of good thinking ability, students can change from knowledge to intelligence and learn to think comprehensively. For example, many solutions to one problem in the application problems of senior primary school require extensive thinking, so teachers must let students think more and think more, so that students can form the habit of good thinking ability. In addition, timely encouraging and stimulating students' interest in learning is also a good way to form students' good thinking ability. Therefore, "Mathematics Curriculum Standard" clearly stated in the overall goal that students should learn to observe and analyze the real society by solving problems in daily life and other disciplines. Mathematical thinking, as one of the four goals of primary school students' mathematical learning, is listed separately. For every math teacher, how to make students observe things in real life from a mathematical point of view, learn to think in a mathematical way, explain phenomena in a mathematical language, and understand the world from a mathematical point of view can also make students interested in math learning. According to the requirements of the new curriculum, only scientific, reasonable, solid and effective teaching can get twice the result with half the effort. In a word, the new curriculum and new ideas will always impact our minds, and our classroom will bring a lot of thinking to primary school mathematics teaching. Facing the new curriculum reform, we all have to go through the process of distress, reflection, exploration and practice. In this process, we should creatively study mathematics curriculum standards, creatively control teaching materials, deal with teaching materials, and constantly adjust ourselves to achieve our goals. In the classroom teaching reform, every teacher's concept change, knowledge update, action research and these are all reflected in every teaching activity, so that the primary school mathematics teaching reform is no longer empty talk, and the primary school mathematics teaching can have substantial changes.