Because of the large number of students and poor self-control, organizing teaching is a headache. In view of the psychological characteristics of primary school students who are competitive and pushy, I divide the students into four groups according to their advantages and disadvantages, and use various forms of competitions as catalysts in class, so that each group is better than learning and discipline, which not only stimulates their interest in learning, but also maintains a good classroom order. After long-term persistence, students' awareness of independent learning and self-management has been greatly enhanced.

In each group, students are regularly organized to run for the group leader, who is mainly responsible for all aspects of the whole group's study, such as organizing discussion, communication, recording, reporting and checking homework. After class, the team leader can also act as a "little teacher" to help the teacher guide the team members to correct their mistakes and explain some simple questions to them. This way of learning provides a lot of opportunities for each student to speak, so that they can communicate with their peers face to face. Students can correct others or improve their own solutions according to their own practice, and those who perform well can also run for team leader. Teachers can tour in groups to guide skills, or join a group to discuss and explore with students. This not only improves students' sense of accomplishment in learning, but also cultivates students' self-confidence and greatly mobilizes students' enthusiasm in learning mathematics. At the same time, it also enables teachers to know the knowledge level of all students in time and accurately, and adjust teaching strategies in time, thus making up for the limitations of large class teaching. Due to the large number of large classes, it is easy to form the bad habit of students following the crowd and not thinking if they are "across the board" or "full-time irrigation" in teaching. Therefore, I often educate students that on the basis of mastering knowledge, they should believe in themselves and achieve the "three majors", that is, answer questions loudly, boldly point out other people's mistakes and express their views generously. Long-term training enables students to form a good habit of being brave in questioning and boldly correcting mistakes. Students can often point out some teachers' intentional mistakes in teaching, find out the misprints in textbooks and workbooks, invent some creative methods to solve problems, put forward questions they don't understand and discuss with you, and actively debate with other groups when they disagree. The so-called truth, the more you argue, the clearer it becomes. In the debate, students learn to distinguish, think and criticize, deepen their understanding of mathematics knowledge, and at the same time understand some unique opinions of others and master more problem-solving methods.

To achieve a good teaching effect in large classes, we must break the "one size fits all" inherent thinking, fully develop teaching democracy on the basis of careful preparation of lessons and vivid lectures, stimulate students' enthusiasm for learning with full participation, actively guide students to question boldly in analyzing and discussing problems, and keep students' strong interest and curiosity all the time. At the same time, teachers should boldly break through the time and space limitations of large class teaching, provide diverse learning opportunities for students at different levels, improve the overall teaching quality through mutual teaching, mutual learning, interaction, complementarity and common progress between teachers and students, and realize that "everyone learns valuable teaching, everyone gets necessary teaching, and different people have different development in teaching."