In teaching, I often hear students say, "I'm afraid the teacher will call my name when asking questions. If I make a mistake, my classmates will laugh at me." This is the performance of students' fear in class, and students make mistakes when they have the source of fear. In order to eliminate students' fears, teachers should always tell students that mistakes are a very important part of the learning process and are inevitable. Because of mistakes, students will try to analyze the causes of mistakes and try to avoid them, knowing that failure is the mother of success. When students make mistakes in math exercises, teachers should not sharply criticize them, but learn to inspire and guide students with appropriate methods to help them find out the reasons for the mistakes and analyze and correct them. In this way, students will learn and correct their mistakes in future study, eliminate their fear, and thus establish a good mathematics learning mentality.

Second, adjust the rhythm of class hours to help students eliminate their fear of difficulties.

Of all the subjects studied in primary schools, mathematics is the most difficult. Therefore, in the process of learning mathematics, students will inevitably encounter many complicated and abstruse examples and difficult contents, which will lead to fear of difficulties. This requires teachers to proceed from students' reality, pave the steps, reduce the slope, adjust the teaching rhythm, and base themselves on students' understanding and understanding. When students encounter some difficult math examples or exercises, they will feel afraid of difficulties and be afraid of not doing well. In order to reduce students' psychological pressure, teachers should first review the relevant knowledge points and consciously lay down the steps to reduce the difficulty, which is easy for students to accept, thus improving students' interest in learning mathematics.

Third, control "concrete dependence" and develop "abstract dependence"

The specific dependence is manifested in processing input information in a clear and simple way, trusting authority and collectivity, and lacking independent thinking. The characteristic of abstract dependence is that it can input and process information in the most flexible way, make the greatest choice when receiving information, and is not easily influenced by other people's thinking. In order to stimulate students' positive emotions, we should always restrain concrete dependence and develop abstract dependence in teaching. For example, when a teacher teaches a new lesson, if a student answers a question correctly, don't repeat it. In unit review, organize students to write unit summaries, encourage students to use their hands and brains, and post several good unit summaries for your reference. This is also a good way to reduce specific dependence, thus promoting the formation of students' good study habits.

Fourth, create the best learning situation in classroom teaching.

According to psychology, learning emotion refers to the environment in which learners know themselves and the learning process can be realized, and also refers to the factors or conditions that affect the learning process. The environment affects the quantity and nature of learning, and the quantity and nature of learning determine whether students are willing to study again. In the process of teaching, if we can realize the close relationship between learning process and learning emotion, and see and use this consciousness to create and develop emotions that arouse students' attention and inquiry, then classroom teaching will be in the best state. Teaching practice has proved that a humorous and exciting atmosphere will make students have suspense, use their brains and think positively, while a tense and serious classroom atmosphere will make students feel scared and inhibit their positive thinking. For example, when teaching the course "The Nature of Parallelogram", students are arranged to make parallelogram models before class, and teachers teach parallelogram properties in combination with parallelogram models. Students hold their own models and listen to the teacher's lectures while watching, which is not interesting, introduces the best learning state, plays a good classroom teaching effect and is conducive to cultivating students' good mathematics learning mentality.

Fifth, strengthen classroom communication between teachers and students.

The communication in mathematics classroom teaching not only strengthens the interaction between teachers and students, but also urges teachers to innovate teaching methods. Teachers use language artistic conception to inspire students, so that students can use theoretical knowledge to construct mathematical models in real situations and improve their practical operation ability. This kind of classroom teaching communication is an effective way to realize the teaching purpose. Communication is an effective means of mathematics classroom teaching, and it is also the purpose of mathematics teaching. Communicative classroom teaching requires teachers to constantly optimize classroom teaching, so that teachers and students can use mathematics as a teaching tool in their study and life. Make the whole mathematics teaching activity become an activity of exchanging mathematics knowledge.

In addition, in the classroom, it is necessary to mobilize students' learning enthusiasm, constantly create "excitement points", stimulate students' learning motivation with excitement, and enhance students' sense of responsibility. In class, we should always give students clear tasks and goals and put forward higher requirements. For example, solving problems requires speed and accuracy; Do customs clearance exercises, regularly arrange thinking questions, and appropriately increase learning pressure. Only by constantly stimulating students to participate in learning and enhancing their enthusiasm for learning can students embark on a virtuous circle in the process of mathematics learning.

In short, primary school students are in the formative period of their ideals and outlook on life. They are full of ideals and self-motivated, but they are also prone to setbacks. Therefore, incentive-oriented teaching methods should be adopted in teaching to stimulate the initiation and development of students' enterprising psychology and eliminate students' inferiority complex. Therefore, we should adopt appropriate methods to correct and persuade students' problems and mistakes, give scientific guidance and help them sum up. The formation of pupils' good learning psychology comes from the stimulation that conforms to the cognitive law. A teacher should not only explore the knowledge system of the subject, but also strive to explore and improve the cybernetics system in the knowledge system, so as to scientifically cultivate and develop students' good learning psychology and achieve the best goal of teaching.