The new primary school mathematics curriculum has made some changes in the teaching objectives, teaching contents and teaching methods of primary school mathematics. On the whole, some ideas on the reform of primary school mathematics education under the condition of universal compulsory education are expressed. The core of these viewpoints is that the existing mathematics curriculum and teaching can not meet the needs of children's development and the requirements of mathematics education under the condition of popularizing compulsory education. In the general idea of curriculum design, it advocates that "everyone learns useful mathematics", "different people learn different levels of mathematics" and "mathematics is a means and tool for people to exchange information in their daily lives". That is, trying to make mathematics closer to the reality of students' lives and face all students. These new ideas are the need of the overall goal of popularizing compulsory education and the need of promoting quality education at present. Below, in view of the new curriculum of primary school mathematics, I will talk about my understanding and thinking on several issues.

First, the understanding of several issues in the new curriculum teaching

First, in "strengthening the teaching of basic knowledge", "teachers should make appropriate adjustments and carry out teaching activities according to students' age characteristics and teaching requirements, starting from students' familiarity and existing knowledge". This is the requirement for teachers' role in the teaching process. Teachers are the key to curriculum and teaching reform, and whether the measures of curriculum reform can be realized depends on whether teachers can understand and implement the reform ideas and contents in actual teaching.

Second, the teaching of computing "should fully consider the differences of students' computing ability and put forward different requirements for different students. "Don't excessively pursue computing speed and increase computational complexity, but encourage students to apply what they have learned, choose appropriate methods and tools, and conduct calculations and tests reasonably and flexibly. Although the calculation requirements of the new textbook have been reduced, we should properly grasp the teaching requirements of calculation and properly handle the problems related to calculation. We should recognize the differences among students and put forward different requirements for different students. There are differences in students' thinking level and computing ability. It is obviously inappropriate to unify requirements and standards. At the same time, students should be encouraged to choose reasonable methods and tools for calculation. Generally speaking, there is no only way to get the calculation results, and the method used in the textbook is just one of them. In the process of learning, students may use different methods to calculate, which should be allowed and encouraged.

Third, "attach importance to learning and understanding mathematics from students' life experience and existing knowledge". Students' life experiences are very rich, and students from different backgrounds have different experiences. Teachers should provide students with familiar experiences to better perceive and understand what they have learned, which is also the need to cultivate students' interest in learning.

Fourth, "pay attention to cultivating students' innovative consciousness and practical ability". This is not only the need of mathematics education, but also an important aspect advocated by the current education reform. Cultivating students' innovative consciousness requires providing a good environment for students' innovation in content selection and method determination. The selection and presentation of content should be novel and flexible. We should choose the content closely related to students' life and present the teaching content in a way that can easily stimulate students' learning motivation. Classroom teaching should leave enough space for students to think and express, understand and respect students' ideas, let students express their ideas and show their talents. Try to avoid imposing teachers' ideas and methods on students, so that students can think and answer questions in a unified way. The methods in the textbook or the methods that the teacher thinks are better can be introduced to students as problem-solving methods, but students should not be forced to solve problems in a fixed way. Giving students more opportunities for independent thinking is conducive to cultivating students' innovative consciousness and self-confidence in learning.

Fifth, "improve the teaching evaluation method". The reform of teaching evaluation involves all aspects of mathematics teaching. Defining the purpose of evaluation is a primary problem. The purpose of evaluation is not only to assess students' academic performance, but also to understand students' learning process and ability, to stimulate students' enthusiasm for learning and to promote teachers to improve teaching. Examining students' achievements is not the first purpose of teaching evaluation, but should play a variety of functions of teaching evaluation. In particular, the evaluation in the teaching process should play a role in understanding students' learning situation and teaching implementation. Teachers should adjust the teaching process appropriately according to these evaluations and make a decision to continue or change the teaching process.

Second, some thoughts on the new curriculum teaching

The success of curriculum reform often depends on the implementation of this link. Whether the ideas and reform measures embodied can be realized depends on how teachers implement them in teaching. I think the new curriculum teaching should solve the following problems.

(A) change the concept of education.

One is about students' ideas. Teachers have common sense theories about children's learning, which affect how they organize teaching and how they interpret information about children. In the process of educational reform, we should advocate the following ideas about students.

1. Every student can learn math. Although there are differences in students' intelligence level, experience background and study habits, every student with normal intelligence can learn the mathematics content stipulated in the syllabus and have the conditions to learn mathematics well according to the teaching requirements.

2. Different students learn different levels of mathematics. The difference between students is the guest.

Teachers should recognize the differences among students and put forward different learning requirements for different students. Not every student develops to the same level, learns exactly the same mathematical knowledge and reaches the same mathematical level.

3. Allow students to learn mathematics at different speeds. Teaching needs to be completed at a certain pace, but not every student finishes what he has learned at the same speed. Some students can learn at a faster speed, and some students can meet the corresponding requirements in a longer time.

Students can learn mathematics in their own way. There are different ways to know and understand mathematical problems. Teachers can guide students to understand mathematical problems in an appropriate way, and at the same time, teachers should allow students to explore and solve problems in their own way.

The second is the teaching concept. Every teacher has his own ideas about the nature and purpose of teaching. Some teachers think that teaching is a process of knowledge transfer, while others think that teaching is a process of guiding children's learning. In the current primary school mathematics teaching reform, we should advocate the following teaching ideas.

1. Stimulate students' interest in learning mathematics in teaching. In order for students to learn mathematics well, we must first make students like mathematics. Interest in mathematics comes from specific classroom teaching practice. Designing mathematics teaching to stimulate students' interest and make the classroom teaching atmosphere more relaxed and harmonious will stimulate students' interest in learning mathematics.

2. Provide students with colorful situations. Learning mathematics should be based on certain experience, and the teaching process should provide students with practical situations conducive to understanding and exploring mathematics. It is more important for students to "do" math than to simply teach them math knowledge.

3. Leave space for students to explore and think. In the teaching process, students should be given the opportunity to explore and think about problems. Teachers should not think for students, nor should they simply judge students' answers from the perspective of adults. Students should have the opportunity to express their ideas and be allowed to understand and answer questions in different ways.

4. Promote the classroom atmosphere of cooperation and communication. Learning to cooperate and communicate is necessary in modern society, and it is also an organizational model that should be advocated in the process of mathematics learning. When designing lesson plans and organizing classroom teaching, we should always provide students with opportunities for cooperation and communication, so that students can learn other people's methods and ideas in the process of cooperation and express their views on problems, so as to learn to understand mathematics from different angles and form the habit of cooperation and communication with others.

The third is about the concept of mathematics. Teachers should know what the subject of mathematics studies, what mathematics means and what tasks can be accomplished effectively by using mathematics. Our general view of mathematics now is that "mathematics is a science that studies the quantitative relationship and spatial form in the real world", which is an overall understanding of mathematics and a very important summary of mathematics. With the development of science and technology, the understanding of mathematics is also developing, and there are some new understandings of mathematics.

1. Mathematics is a universally applicable technology, which helps people to collect, sort out and describe information, build models, solve problems and directly create value for society.

2. Mathematics not only helps people to better explore the laws of the objective world, but also provides an effective and simple means for people to exchange information.

The fourth is the concept of teacher's role. Teachers' work is very professional. Teachers should treat teaching tasks with their professional knowledge and educate students' sense of responsibility. We should re-examine the role of teachers in curriculum reform from the perspective of modern curriculum and education.

1. Teachers are the decision makers in the process of curriculum implementation. In the process of curriculum implementation, teachers should use their professional understanding of curriculum and teaching to creatively organize teaching and become decision makers of curriculum and teaching. The decision-makers of courses and teaching can use their professional judgment to process the teaching materials, make appropriate adjustments to the teaching content and teaching methods, and make appropriate treatment decisions in the face of specific situations in the classroom teaching process.

2. Teachers are organizers, instructors and participants in the teaching process. Teachers should be participants in the process of mathematics learning while organizing classroom teaching and guiding students to carry out various activities. Teachers should be friends with students and explore and understand mathematics with them.

(b) Expanding and updating the knowledge structure

With the expansion of knowledge, the requirements for teachers are getting higher and higher. In addition to the change of ideas, teachers need to constantly update their knowledge. A primary school math teacher should have rich knowledge and form a relatively complete knowledge structure. One is mathematical knowledge. From the perspective of mathematical knowledge, teachers should not only understand the content of primary school mathematics itself, but also look at the occurrence and development of this knowledge and the relationship between this knowledge and other knowledge from a higher perspective. In addition, judging from the reform and development of mathematics teaching content, the mathematics teaching content in primary schools is constantly changing. This requires teachers to constantly update their mathematics knowledge, learn new contents and contact new fields to meet the needs of educational reform. The second is the knowledge about theory. Relevant theoretical knowledge includes curriculum knowledge, teaching method knowledge and knowledge about learners. Theoretical knowledge is very important for effectively organizing classroom teaching and improving the efficiency and quality of primary school mathematics teaching. Teachers should play a greater role in curriculum reform. On the one hand, they need to know themselves.

On the other hand, we should understand the theoretical knowledge of the course. The third is to impart practical knowledge. Teaching practice experience is also an important part of teachers' knowledge. Experienced teachers have many existing teaching models in their minds, which can be used quickly when making teaching plans and conducting classroom teaching. Teachers' experience is accumulated in teaching practice and constitutes rich practical knowledge. These practical knowledge become an important prerequisite for effectively completing teaching tasks.

(C) a comprehensive understanding, creative implementation and use of the syllabus and teaching materials

Teaching syllabus and teaching materials are the important basis for teachers' teaching. However, in the process of implementation, we should not treat the syllabus and teaching materials invariably, but comprehensively understand the syllabus and use the teaching materials flexibly and creatively in combination with the teaching practice. On the one hand, teachers should have the ability to master the syllabus and teaching materials on the basis of fully understanding students, and at the same time, they should be aware of their role in mathematics teaching and give full play to their initiative and creativity in the teaching process.

Thirdly, some thoughts on the further reform of primary school mathematics curriculum.

Primary school mathematics curriculum is the most basic curriculum, and the reform has a long way to go. We should take this as a starting point to further reform the teaching concept and teaching content that are not suitable for educational modernization. In the reform of teaching content, we should further cut out outdated, useless and complicated content, increase the content combined with reality, increase the intensity of infiltrating mathematical thinking methods, and introduce calculators in time. In updating the teaching concept, first, we should pay attention to cultivating mathematics consciousness, so that students can form the habit of actively observing and quantitatively analyzing objective things; Second, pay attention to cultivating self-confidence, so that students can gain knowledge in the process of actively participating in learning, actively participate in using mathematical knowledge to communicate, predict and solve problems, gain the pride of success, experience the fun of continuous development of their own abilities, establish self-confidence in learning mathematics without fear of difficulties, and then be confident in their future; Third, we should pay attention to cultivating development ability, so that students can form a scientific, reasonable and dynamic knowledge structure and dynamic ability foundation, thus developing students' potential and promoting the all-round development of students' personality.