The new curriculum reform is both an opportunity and a challenge for teachers. Through a semester's attempt, I have a further understanding of the new curriculum standards and teaching materials. In actual teaching, I found that the new teaching materials are student-centered everywhere, both in teaching content arrangement and presentation form, with the aim of attaching importance to and cultivating students' ability. When I understand, master and use the textbook, I always regard it as the starting point and destination, give full play to the advantages of the new textbook, focus on the classroom, and strive to cultivate students' subjectivity and learning ability. The following is my experience in primary school mathematics teaching experiment.

1. According to the age characteristics of students, the new curriculum standard points out that students can obtain mathematical guesses through observation, experiment, induction and analogy, and further verify and prove. Freshmen are young, inexperienced, careless and have limited observation ability. Their initial observation was aimless and disorderly, and they were only interested in the illustrations, characters and colors in the teaching materials, and could not understand the mathematical knowledge contained in them. In teaching, I respect their interest, give them some time to watch first, and then guide them to observe step by step, bring their attention to the topic and observe according to certain rules.

For example, when teaching "counting", a vivid and beautiful campus map is presented to students. The students were immediately attracted by the characters, colors and lively scenes in the picture, and they were very happy and watched with relish. At this time, I am not in a hurry to ask questions to attract students' attention, but to give them some time to see what they want at will, or to talk about what is in the picture. When the students' curiosity was satisfied, I asked, "There is still a lot of math knowledge here! What is the picture? What do you have? Look for it. " Students' interest is directed to mathematics, and they observe with questions, and their attention is also focused on the questions raised. They consciously observe according to my requirements, and then I timely guide the observation methods and intentionally guide them to observe in order. They quickly found objects ranging from the number 1 to the number 10, such as 1 teacher, 1 red flag, two children skipping rope, three classmates playing football and four trash cans. This observation is divided into two stages, so that students can see what they want first, and then observe it in depth as required, which is in line with the characteristics of junior students. With the increase of knowledge points, the requirements for observation are gradually improved, and students gradually learn the observation methods from the outside to the inside, from coarse to fine, from partial to whole.

2. Use the illustrations in the textbook to cultivate students' language expression ability. Language is the external expression of thinking, and the development of language is closely related to the development of thinking. Cultivating students' language expression ability can promote the development of their thinking. Therefore, in teaching, I make full use of every illustration to inspire students to say, I encourage each student to try to say first, without making uniform requirements, let each student say what he has observed, and then talk at the same table, so that students can further understand the teaching content.

For example, in P 17, a first-year math textbook, I first show the theme map, so that students can observe and talk about what is drawn on the map first. The students observed it and quickly raised their hands to answer. Some said, "There are monkeys and some fruits in the picture." Others said, "There are three monkeys, four pears, three peaches and two bananas." I'm sure all these answers. Then I showed three monkeys and three peaches alone. I asked, "Who is more and who is less?" The students said in unison, "as much." I asked, "Who can make it more complete?" The student replied, "There are as many monkeys as peaches." Then I took out three monkeys and two bananas to guide the students to observe and compare. The students said, "There are more monkeys and fewer bananas." Finally, I showed three monkeys and four pears. The students immediately said, "There are fewer monkeys and more pears." At this moment, I asked, "Just now you said there were more monkeys, and now you say there are fewer monkeys. Are there more monkeys or fewer monkeys? Who has more monkeys and banana pears? Who is less than who? Who has the most? Who has the least? How to say this sentence properly? Please discuss at the same table. " In this way, students discuss with questions, express their opinions in the discussion, and everyone has a chance to speak. Then, the representatives of each group reported: "there are more monkeys than bananas, and bananas are less than monkeys;" There are fewer monkeys than pears, and more pears than monkeys; Pears are the most and bananas are the least. "The students' speeches are very enthusiastic and passionate, the classroom atmosphere is very active, and the students' learning efficiency is also very high.

After this lesson, students not only learned knowledge, but also made it clear that the size of the object was obtained through comparison, and made the content of the picture coherent, complete and concrete, thus putting forward the ability of observation, comparison, analysis, judgment and synthesis and the ability of language expression.

3. It is abstract to create learning situations and cultivate students' hands-on mathematical knowledge, while the thinking characteristics of first-year students are mainly figurative thinking, while retaining intuitive action thinking forms. Starting from students' age and thinking characteristics, and based on the principle that mathematics comes from life, I have been introducing topics from the reality of students' lives, creating operable learning situations, so that students can gradually cultivate their various abilities through observation, understanding mathematical concepts and mastering mathematical methods in actual operation.

For example, when teaching composition for seven people, I first asked the students to take out seven sticks, and then asked them to divide them into two piles. Teacher: "How many points do you have? How do you divide it? " Then let the students put their own sticks, and soon the students came up with different kinds of points. Some said, "I divide 7 into 1 and 6; 2 and 5; 3 and 4; 4 and 3; 5 and 2; 6 and 1. "In this way, students can quickly get a composition of 7 through their own operation, observation and comparison.

"Mathematics Curriculum Standard (Experimental Draft)" points out: "Encourage students to learn by doing." Therefore, in the usual teaching, I try to understand the intention of compiling textbooks, grasp the knowledge requirements of textbooks, make full use of learning tools, let students operate more, use their hands and brains more, cultivate skills and skills, and give play to students' creativity. Through touching, swinging, spelling, drawing, doing and other activities, students have gained mathematical knowledge, aroused the spark of wisdom in operation, and made discoveries and creations.

4. Play the role of group and cultivate students' cooperation and communication ability. The new curriculum standard points out: "Effective mathematics learning activities can not only rely on imitation and memory, but also on hands-on practice, independent exploration and cooperative communication." It can be seen that cooperative learning is an important learning method and teaching organization form advocated by the new curriculum standard, which plays an important role in cultivating students' cooperative consciousness and ability.

For example, when teaching the second lesson "Classification according to different standards", I asked students to study in groups of four. Everybody take out all the pencils in the pencil box, put them together and put them on the table. In the group, first observe, then discuss, and finally start to divide what you think is the same. After the division, I asked each group to send a representative to report to you: How did your group divide it? According to what standard? How many points have you thought about? After discussion and communication, the students came up with more than a dozen different methods. Such as: 1. Divided by pencil color; 2. According to the length of the pencil; 3. Press whether there is a rubber head in the pencil; 4. Have you sharpened your pencil too much? 5. Press the penholder with and without edges; 6. Divide pencils according to the patterns on the pens ... I was surprised by the number of ways students divided pencils.

This kind of teaching not only plays a complementary role among students, but also cultivates students' spirit of cooperation and innovative consciousness, so that students' thinking can be developed and their observation ability, operation ability and thinking ability can be exercised.

In short, experimental teaching materials provide extremely convenient and rich resources for teaching reform, systematically and effectively cultivate and develop students' intelligence, provide a venue for the cultivation of students' creative ability, and also provide conditions for teacher-student exchanges and cooperative learning exchanges between students.