For the teaching of the new version of mathematics textbooks, all schools should re-examine the mathematics curriculum standards and do well the operation of mathematics experiments under the guidance of new teaching concepts. We should pay attention to improving students' learning style, strive to improve students' autonomous learning level and cultivate students' innovative consciousness and practical ability. Primary schools should make great efforts in teaching routine management and classroom teaching diagnosis research, constantly promote the reform of mathematics classroom teaching, improve teachers' teaching level, and promote the formation of school mathematics teaching characteristics and the improvement of teaching quality.
2. Based on the classroom, pursue high efficiency and improve the teaching quality in an all-round way.
The classroom should be a place where students are full of energy, and some people say that it is a place where students make mistakes. Therefore, we should take students as the main body, and strive to create a teaching mode that allows students to practice, explore independently, and cooperate and communicate, so that students can actively carry out mathematical activities such as observation, experiment, guess, verification, reasoning, and communication, feel knowledge, experience the process, and understand knowledge, so that students can truly become the masters of learning, and encourage students to find, ask, understand and solve problems from a mathematical perspective, and experience some basic strategies to solve problems.
(1) Promote multi-directional communication from the standpoint of students.
First, in the teaching process, teachers should pay attention to students' thinking characteristics, fully estimate students' thinking possibilities according to specific teaching contents, and skillfully set well-meaning "traps", which will naturally lead to disputes among students, thus deepening and highlighting the learning process.
Second, in the process of classroom teaching, in order to encourage all students to show different degrees of personalized thinking, teachers should often introduce open questions appropriately, so that students at different levels can develop personalized thinking. The answer to open-ended questions is not unique. Different students often present different ways and levels of solving problems. It is the existence of this difference that lays a good foundation for students to express their views and thinking strategies boldly and for communication between students and between teachers and students.
Third, in the process of classroom teaching, teachers should reasonably organize students' independent exploration and cooperation and exchange according to specific conditions to promote effective interaction. On the one hand, it ensures that students have certain time and space for independent thinking; On the other hand, we should provide appropriate cooperation tasks, organize exchanges and discussions between teachers and students, students, groups and individuals in different forms and at different levels, and form multi-network interaction.
(2) Guide experience and exploration, and enrich teaching resources.
First, learn to listen and find dynamic teaching resources in the classroom. In teaching, teachers should understand and grasp students' thinking context and emotional rhythm, and pay special attention to "dialogue" with students in listening.