In the traditional mathematics classroom teaching, most of them are "teachers talk, students listen and then practice" mode. Often in a class, the teacher talks too much and is thirsty, but the students are foggy and even sleepy, and the result is bound to get twice the result with half the effort. Most of the students trained in this mode apply what they have learned, are slow in thinking and have poor hands-on ability, which is called "high scores and low abilities". In many classroom teaching processes, teachers' leading role is overemphasized, while students' main role is neglected. In addition, for fear that students don't understand or don't understand, they often make trivial analysis and explanation step by step. However, if we resort to pure theoretical analysis and explanation too much, students' innovation will lose the space for display and cultivation. In order to cultivate high-quality talents to adapt to the development of the times, education and teaching need innovation, and innovation is the core of quality education, and innovation is a spirit. Therefore, primary school mathematics classroom teaching must be reformed and innovated. The author has been engaged in mathematics teaching in rural primary schools for many years, and deeply feels that the innovation of teaching is first of all the change of teaching concept. In the past, it was important to "teach", but now it is important to "learn". In the past, more attention was paid to teachers' behavior, but now more attention is paid to students' "creation", which broke the teaching habits of teachers' "cramming" and students' "listening in class", guided students to explore new knowledge and improve their comprehensive quality.

1. Create a good learning situation and cultivate good study habits.

Primary school teachers have a headache because of their age characteristics and the law of physical and mental development. How can we quickly attract students' attention to the classroom and cultivate their good study habits? Mr. Ye Shengtao once said: "All good attitudes and good methods must become habits. Only when proficiency becomes a habit can we express a good attitude and use a good method anytime and anywhere. It seems that by instinct, there is no way for a lifetime. " Therefore, for rural primary school students, we can train them to pay attention to one thing for a long time to cultivate their good habits in class. Teachers can use multimedia to present a rich auxiliary teaching environment. Faced with various forms of information presentation, primary school students will certainly show a strong curiosity, and once this curiosity develops into cognitive interest, it will show a strong thirst for knowledge. After long-term training, students will consciously form a good habit of listening carefully in class. For example, in the teaching of "Understanding Plane Graphics", we can create a situation for students: Grandpa Graphics came to our classroom with his children today and made friends with his classmates. Do you want to know their names? Multimedia presents various colors of rectangles, squares, triangles and circles to students hand in hand, and children's attention is immediately attracted to this question: "What are their names?" Through the understanding of graphics, children are willing to help them name, not only the name, but also why they are called this name. This situation aroused students' thirst for knowledge and ignited the sparks of students' thinking.

2. Innovate teaching methods and cultivate students' awareness of establishing mathematical models.

Mathematical model is an important bridge between basic mathematical knowledge and applied mathematical knowledge. The process of establishing mathematical model refers to finding problems and thinking from a mathematical point of view. Through the transformation process between old and new knowledge, it comes down to a kind of problem that has been solved or easily solved, and then the existing mathematical knowledge and skills are comprehensively used to solve this kind of problem. For example, in the teaching of "replacement strategy", we realize that the replacement strategy of this course includes equal replacement of multiple relationships and equal replacement of phase difference relationships. In teaching, let students draw a picture to understand that one big cup can replace three small cups, and then observe the theme picture through multimedia demonstration, so as to further make students realize that it is necessary to replace two quantities with one quantity. The process of students abstracting intuitive graphics into geometric graphics is actually the process of upgrading the prototype in life into a mathematical model. In this process, students initially perceive the idea of mathematical modeling. Finally, the questions put forward make students think further: whether to solve this kind of problems can be solved by this drawing mode. When the first-grade students in primary school are studying the course of Cognition of Stereographic, it is difficult for them to recognize the perspective in the textbook because I used to show mostly physical objects. How to transfer the original realistic object to the essence of mathematics? When redesigning this course, multimedia courseware is used to show students the perspective effect of colored physical graphics and lines, which not only solves students' cognitive obstacles, but also develops students' spatial imagination ability.

3. Innovate teaching ideas, capture bright resources and activate students' thinking.

Professor Ye Lan once said: "We should look at classroom teaching from the height of life and with a dynamically generated perspective, so as to make the classroom glow." Primary school mathematics classroom is a classroom full of generating vitality. Students' thinking will spark wisdom in generate anytime and anywhere. For example, in the "Preliminary Understanding of Percentage" class, a student said that "the numerator of percentage can only be an integer", so I asked the students to find relevant information and give examples to prove or refute this view. Through learning, students not only master that the numerator of percentage can be integer or decimal, but also use this knowledge to understand the percentage in life. Some students gave examples such as "the attendance rate in our class today is 98.5%" and "the wool content in a sweater may be 80.5%". Through cooperation and communication, students also come to the conclusion that the percentage of molecules can be greater than 100, which can be 0, and so on. In the course of "Understanding Circle", I demonstrated a group of pictures with multimedia, such as round wheels, flying saucers, round tableware and so on. A student whispered, "Why are they all round?" I seize this bright spot of thinking and organize students to discuss. According to the results of students' discussion, it shows that the square or triangular wheels bump against each other, and the tableware on the square side is inconvenient to use and has a small capacity. Through study, students have further deepened their understanding of the circle. It can be seen that students' answers in class often inadvertently appear some bright spots, which are students' epiphany, inspiration germination and instant creation, which are fleeting. Only by catching it in time and fully affirming it can we make a single spark start a prairie fire and let wisdom shine.

4. Expand teaching horizons and let teachers and students experience beauty in mathematics learning.

The pursuit of beauty is human instinct, and beautiful things can arouse people's pleasure. In primary school mathematics teaching, aesthetic teaching can fully reveal the beauty of mathematics and make students have a positive emotional experience of the beauty contained in mathematical knowledge. For example, in the class of "Knowing Corners", the students spoke a lot of corners in life, and I randomly showed the corners in life with multimedia, which shows that corners are everywhere, and with corners, our lives can be rich and colorful. When talking about symmetrical graphics, we can make full use of the advantages of multimedia technology to reproduce life scenes that are far away from students and invisible to the naked eye, so that students can enjoy a large number of beautiful pictures with symmetrical phenomena collected by teachers, such as Eiffel Tower, Arc de Triomphe in France, Taj Mahal in India, Tiananmen Square in Beijing and Temple of Heaven in the Forbidden City, and hide new knowledge in common life scenes in a simple way. While appreciating the beauty of nature, students independently discovered the symmetry phenomenon in life, which stimulated students' desire to explore this symmetry phenomenon, realized the connection between mathematics and nature, and cultivated students' consciousness of observing society and nature from a mathematical perspective. Then let the students use the computer to make all kinds of symmetrical figures. This kind of aesthetic psychological activity can enlighten and promote students' mathematical thinking activities, trigger the aesthetic feeling of wisdom, and give full play to students' intelligence. Mathematics contains rich beauty: the beauty of simplicity and unity in symbols, formulas and theoretical generalization, the beauty of symmetry in graphics, the beauty of singularity in problem solving, and the beauty of rigor, harmony and unity in the whole mathematical system. But students may not feel the beauty, which requires teachers to fully explore these aesthetic factors in teaching and show them to students, so that students can truly experience the beauty of mathematics. Mathematical formula is the result of people's reasoning and judgment by using concepts and laws, and it is a concentrated reflection of mathematical laws. It is concise and widely used, which fully shows a form and an artistic conception of mathematical beauty.

In short, how to explore a teaching method suitable for rural primary school students' active development is conducive to the cultivation of students' innovative spirit, practical ability and cooperative quality, and how to create a dynamic mathematics teaching classroom in rural primary schools will not be achieved overnight. We need all our math teachers to work together, constantly explore and sum up experience. In the process of classroom teaching, we should pay attention to guiding students to feel the occurrence, development and change of knowledge in classroom activities, and cultivate students' ability to explore and dare to try. We should organically combine innovative teaching materials, innovative teaching methods and innovative classroom environment, and put students' active learning and innovative consciousness into practice. Only by unremitting efforts can we truly combine quality education with teaching innovation and complete the sacred historical mission of teaching and educating people.