Education is a social activity to cultivate people, and education must care about the fullest development of all children; The responsibility of the school is to create learning conditions so that every student can reach the highest learning level he can reach. The school must lay the foundation for students' lifelong learning, and the school will always be responsible for all students. Teachers are "Bole", so they should be good at watching horses, and teachers should also be good at understanding each student's personality. However, teachers can't just be bole. The purpose of Bole Xiangma is to pick out the swift horse and weed out the rest, but the teacher must be responsible for each student. Therefore, quality education is not to select children suitable for education, but to create education suitable for every child. In primary school mathematics classroom teaching, teachers should strive to create an education suitable for every child, fully understand students' huge development potential and personality differences, and strive to cultivate students' positive learning attitude, spirit of cooperation with others, high sense of responsibility and moral values, so as to establish necessary conditions for improving students' quality of life. To this end, teachers should pay attention to strengthening the following three aspects in teaching practice:

1. Seriously study students' practical ability

Students' practical ability refers to the knowledge ability that students have before learning new knowledge, which is often ignored. As we all know, when anyone learns new knowledge, old knowledge will always participate in it. Learning new knowledge with existing knowledge not only improves the scientific and technological content of classroom teaching, but also eliminates the ineffective space in the classroom and reduces students' learning obstacles. For example, when explaining new mathematical concepts, teachers should ask questions as far as possible from reality, so that students can understand that these mathematical knowledge comes from life and is applied to real life, so as to realize the role of mathematical knowledge in real life; At the same time, teachers should also provide students with more opportunities to extract mathematical problems from concrete examples in daily life and use the learned mathematical knowledge to solve many practical problems in real life. On the one hand, mathematics teaching should let students understand the cultural background of human beings about mathematics, on the other hand, it should let students establish correct attitudes and methods to treat things around them, learn to understand things around them with mathematical viewpoints and methods, and cultivate students' ability to see quantitative relations from real-life examples. Both of them are indispensable, which is an important symbol of whether students have mathematical literacy. Therefore, in mathematics teaching, teachers should pay attention to cultivating students' mathematical consciousness, especially to consciously cultivate students' ability to discover quantitative relations from concrete things in daily life; To learn the statutory teaching method, we must seriously study students' ability and methods to learn new knowledge. This kind of teaching has a low starting point, many levels and high requirements, and adapts to students' actual cognitive level. Only in this way can classroom teaching give full play to students' intellectual potential and create an education suitable for every student.

2. Try to explore students' potential ability.

Giving full play to students' potential ability is the focus of quality education research. We know that students are developing people, and the ability to learn new knowledge is the potential ability of students. Therefore, among all students with normal intelligence, students without potential do not exist. The key of classroom teaching is to expand students' psychological space, stimulate students' internal driving force, give play to their potential ability, urge students to think positively and give full play to their creativity and intellectual potential.

The process of mathematics learning is a process of continuous exploration and thinking. In mathematics teaching, whether to simply give students ready-made knowledge or create certain problem scenarios for students, so that students have more opportunities to explore and think, thus giving full play to their potential abilities, is the core issue of mathematics teaching reform, whether it is "exam-oriented education" or quality education. Generally speaking, examples in mathematics textbooks are examples of learning, and students should learn the laws and understanding methods of a kind of knowledge represented by examples through learning examples. But this does not mean that students can solve similar problems naturally as long as they learn the examples in books. In order to draw inferences from others, students need to have a deep thinking process, even after several mistakes and imperfect thinking, to reach a certain level of proficiency. This requires students to internalize the knowledge in books into their own knowledge. To achieve this goal, teachers should combine the specific teaching content in teaching, provide students with opportunities for independent thinking, leave students with sufficient thinking space, and let students put forward their own views on problems according to their own understanding and thinking development level. Different methods of different students reflect students' understanding level of a problem. On the surface, students have their own methods, and classroom teaching lacks unity. However, teachers can learn from students' different answers how students think, which students are at a higher level of understanding and which students do not understand deeply or accurately, and adjust the contents and methods of one-stop teaching to properly solve the problems existing in students' learning. In this teaching process, students can form the habit of being good at thinking and bravely putting forward their own ideas, which is very important for students to learn new content and study new problems. On the contrary, in teaching, if the teacher doesn't give students the chance to think independently, he just asks the students to follow the teacher's ideas and guide them to say the correct problem-solving methods step by step. Although this can successfully complete the teaching task, in the long run, students will develop inertia. Therefore, teachers should pay special attention to create more thinking opportunities for students in classroom teaching, fully stimulate students' intrinsic motivation, and strive to develop students' potential ability, so that students can improve their intelligence while knowing and understanding what they have learned.

3. Pay attention to cultivating students' self-study ability

Self-study ability is the most important ability among all abilities. For primary school students, the most important thing is to learn how to learn, how to think, how to discover, how to create and how to master a set of learning methods suitable for them, so that when learning any kind of knowledge at any time, they will be "ubiquitous teachers." Therefore, teachers need to renew their ideas, study the wisdom of mathematics, analyze mathematical methods, and strive to make students learn, think, discover, apply and create mathematical knowledge like mathematicians.

In teaching, teachers cultivate and develop students' thinking ability on the basis of their knowledge. For example, teachers can let students preview before class-students record what they don't understand and take these questions to class. For previewing what you have already understood, you can compare the gap between your understanding and the teacher's explanation by attending classes to see if the perspective of the problem is consistent. If there are differences, which is better; Review after class-students can close the book first, "read" the class content in their minds with their own ideas, and then sum up several "rules" by themselves. At the same time, teachers should also strengthen the analysis and scrutiny of book examples, because although the number of examples spoken by teachers in class is small, they are all representative. Teachers should study the principles reflected in each example, analyze and dissect the main points of each example, think about the angle from which such examples can be asked, what will happen if the known conditions and the goal of solving problems are slightly changed, what is the basis of each step in solving problems, what existing knowledge is used, and what methods can be used to solve such problems.

The key to mathematics teaching is not to change mathematics knowledge itself, but to change teaching ideas and teaching methods. We should have advanced ideology, constantly structure the teaching content, and constantly incorporate structured knowledge into students' cognitive structure. Only when students master the basic principles, concepts and structures of mathematics can they follow a consistent pattern.

Of course, if teachers can provide enough time and help for each student in specific teaching practice, then each student can learn and reach the normal learning level. Teachers should strive to create mathematics education suitable for every child in teaching, with the purpose of creating conditions, making up for defects, changing students' situation, making every student master mathematics and letting different people learn different mathematics. Therefore, in primary school mathematics teaching, teachers should pay attention to teaching students in accordance with their aptitude, increase the opportunities for each student to participate in learning and develop their potential. Only in this way can every student get full and all-round development.