With the increasing demands of society and parents on the quality of school education, many teachers only pay attention to students' academic performance and regard students' performance as their own teaching quality standards. However, in this atmosphere, the unique educational value of mathematics teaching is becoming more and more difficult to play, which deviates from the original intention of primary school mathematics education. The real mathematics teaching is to teach students moral education while imparting basic knowledge. Teachers should combine morality, intelligence and physique in mathematics teaching. But in fact, most teachers often ignore this point. cramming education students only teach students basic knowledge, which makes them ignore the intrinsic value of mathematics, which undoubtedly highlights the disadvantages of exam-oriented education. However, this is far from the inherent requirements of mathematics teaching. Mathematics class not only requires students to master what they have learned, but also helps students to establish some basic understanding of life through mathematics and cultivate their proper moral character through mathematics. Through the moral education of mathematics, students are really interested in mathematics and gradually understand its function and connotation. According to the problems existing in current teaching, some practical countermeasures are put forward to further develop primary school mathematics education.

First, change the teaching method, take students as the main body, and cultivate the ability of cooperation and thinking.

Some teachers think that the main goal of mathematics classroom is knowledge teaching. Teachers sometimes use exam-oriented teaching mode to improve students' academic performance, which leads to the failure to realize the educational value of mathematics. In the process of mathematics learning, students mostly strengthen their understanding by reciting formulas and doing a lot of problems, which hinders the cultivation of students' comprehensive ability. For example, the teaching purpose of the course "the nature of multiplication" in mathematics textbooks is generally limited to: mastering the exchange law, association law and distribution law of multiplication; Learn to apply the nature of multiplication to simple mathematical operations; Master the nature of multiplication and simplify the operation. From the teaching goal, we can't see the cultivation of students' comprehensive ability, that is, teachers take imparting knowledge as the primary task in the process of preparing lessons, while ignoring students' subjectivity, which leads to students absorbing knowledge mechanically and unable to improve their ability.

Therefore, teachers should change their teaching methods and give the class to students. Curriculum standards require students to actively participate in and be willing to explore, cultivate students' ability to collect and process information, and enable students to understand and use knowledge points through independent thinking, unity and cooperation to solve problems. In teaching, according to the three laws of multiplication, the teacher gives the calculation problems that satisfy the laws and disrupts them. First, let the students do the calculations. After the calculation, the correctness of the calculation results is verified by group discussion. Then, let the students cooperate to find out the similarities and similarities in the calculation questions. On the premise of students' perceptual knowledge of the essence of multiplication, rational teaching can not only improve students' learning efficiency and enthusiasm, but also cultivate students' teamwork ability and independent thinking ability in the process of cooperative discussion.

Two, combined with the mathematical background, into the mathematical culture, cultivate the spirit of patriotism.

Mathematics is not only a science, but also an art. Therefore, in mathematics teaching, teachers should explain it in combination with historical and cultural background, so as to educate students to understand the formation and development of mathematics, appreciate the aesthetic feeling of mathematics and broaden their knowledge. In the teaching of the greatest common divisor and the least common multiple, teachers can point out its unique achievements in the history of mathematics by introducing China's first ancient mathematical work "Nine Chapters Arithmetic", pointing out that it was introduced to foreign countries in the Sui and Tang Dynasties and translated into many languages for other countries to study and study. In addition, this paper also gives a method to find the greatest common divisor.

Teachers emphasize the introduction of mathematics background in mathematics teaching, including the stages of mathematics development, the explanations of famous mathematicians at home and abroad, China's mathematics culture and outstanding mathematics achievements, so that students can feel the strong mathematics background and experience the profound art brought by mathematics, which can not only "entertain and entertain" and increase humanistic knowledge, but also cultivate patriotism and enhance national pride from an early age, and realize educational value through mathematics education.

Third, strengthen reflective teaching, improve comprehensive quality and realize self-worth.

For primary school students, the age is relatively young, and the language organization is not refined and standardized, so it is difficult for students to master the essence of mathematics. Only by in-depth thinking and self-adjustment, unremitting reflection on oneself and continuous sublimation of thinking can we understand the essence of mathematics. It is reasonable for foreign experts to regard "language expression ability" as their core literacy.

Therefore, as a qualified teacher, only teaching students the theoretical knowledge in books can only meet the basic requirements of exam-oriented education. In order to teach students learning methods and improve their comprehensive quality, it is necessary to teach students to reflect in the process of mathematics teaching. For students, the purpose of reflection is to constantly correct themselves through their own feelings, realize criticism and self-criticism, and achieve the ability of self-improvement. For example, if you accumulate wrong questions and often look through the wrong books, you won't make mistakes on similar issues in the future. Through this teaching method, students' self-study ability is cultivated, and students can understand in reflection and improve in understanding. At the same time, reflection is also extremely important in the process of doing things.