Third, the creation of scenarios should be effective. Now, more and more teachers hope to stimulate students' learning enthusiasm by introducing scenarios, so as to achieve good classroom effect. However, in some classes, once the scene is used, it takes too long to demonstrate the scene, which not only wastes valuable classroom time, but also makes students not understand enough about mathematics knowledge. Then the creation of scenes should be effective, and teachers should first prepare lessons in depth and study and analyze teaching materials well. Before the new teaching, teachers can carefully design a brief introduction related to the teaching content according to the teaching objectives and the characteristics of teaching materials, which can render the classroom atmosphere, inspire students' thinking, stimulate students' interest and arouse their curiosity. This design must cause conflicts in students' thinking, stimulate students' desire for knowledge and play a good role in paving the way for the whole class. Therefore, the situation design of Protestant preschool should be interesting, novel and targeted for teaching. For example, when teaching "subtraction of numbers within 5" in grade one, I made two teaching wall charts to guide students to observe them. I messed up the order of the two wall charts. Let the students see which one should be the first one first. Let the students look at these two pictures together and see if you can write a paragraph about the contents in the pictures. Finally, ask the students, if you want to use mathematics to express these two pictures, what method do you think should be used? With these questions, I introduced a new lesson. In this way, the introduction of creating scenes will be effective, students' interest in learning will also be improved, and the efficiency of classroom teaching will also be improved. Fourth, create a harmonious, democratic and equal classroom atmosphere 1. Creating a harmonious, democratic and equal classroom atmosphere is conducive to students' confidence in learning. For example, before class, teachers can ask students to talk about new things in the class, and then talk about their feelings about these things. If they speak well, they will be encouraged or praised in time. In short, all the students who talk together will be praised. In this way, students can experience equality, democracy and trust in a harmonious and relaxed classroom atmosphere. Students can also ask each other questions and solve problems. However, it often happens that sometimes the teacher speaks with relish in class, some students suddenly interrupt the class to ask questions, and some teachers regard this behavior as "disturbing classroom discipline" and "exceeding the authority of teachers" and get angry. In fact, this shows that students listen carefully, think positively and think actively in class, which is a very valuable psychological quality and thinking quality. Teachers should not blame students, but should encourage them, guide them and inspire them. 2. In classroom teaching, teachers should also pay attention to listening to students' opinions, so that students dare to fall in love in class and even put forward different ideas. In this atmosphere, students can actively participate and study in this relaxed, democratic and harmonious atmosphere. Students' enthusiasm, initiative, creativity and cooperative spirit are naturally brought into play, and at the same time they get spiritual pleasure. Fifth, students are the main body of the classroom, so as to improve the teaching effect. The teaching process is a process of participation, communication and interaction between teachers and students. Fundamentally speaking, it is a process in which teachers guide students to learn. Therefore, teachers should not regard students as "whiteboards" and "containers" and forcibly instill them, but should regard students as active, lively and developing cognitive subjects. No matter how knowledgeable a teacher is, he must always stand on the side of students. Instead of performing from the perspective of an actor. No matter how wonderful your performance is, if students can't learn real knowledge and cultivate the ability to solve problems, it is also a failed lesson. Therefore, in teaching, teachers should change their roles, from the operator and master of the teaching process to the guide, and let students change from passive acceptance to the master of learning. We should also fully trust students, give priority to students, and delegate power in all directions, so that students can learn independently, find problems independently, ask questions independently, complete problems independently, and summarize the laws of knowledge independently after defining their goals. Enrich teaching forms and promote students' autonomous learning. The methods that can be adopted are: autonomy, problem-oriented, students' autonomous learning, exploring new knowledge, supplemented by teachers' intensive lectures, so as to cultivate students' conscious study habits, thinking spirit and self-learning ability. Discuss, the teacher shows the discussion topic, the students discuss the problem clearly, then discuss it in groups, finally communicate with the whole class, and then report the results. Emphasize cooperation among students and solve problems. In this environment, students have enhanced their sense of participation and accomplishment, are full of interest and enjoy it, and the atmosphere of classroom learning is more intense. Debate style. Teachers arrange debate topics in advance, determine the pros and cons, students preview new knowledge, find information, and then debate in class. Finally, the teacher commented on the summary.
Six, close contact with real life, to stimulate students' interest in learning. To improve the quality of mathematics teaching in rural primary schools, we must link it with the reality of life. Mathematics originates from life, and life is full of mathematics. In teaching, we should closely contact with students' real life, tap the advantages of rural areas, identify the subject of mathematics, make classroom teaching close to life, and strengthen students' awareness of learning and using mathematics. For example, decimal multiplication, I let students go home with their families to buy food, let them talk about their experiences and feelings in class, deepen the consolidation of new knowledge in practical activities, and make classroom teaching effective and efficient. In a word, teaching is an art, which requires our front-line teachers to raise the sails of teaching with love, keep learning, and constantly sum up and reflect, so as to innovate and gain something. As teachers, we have to face not only the ever-changing knowledge, but also all kinds of students. Only by sincerely and fairly caring for and caring for every student, wholeheartedly seeking happiness for students, constantly supplementing knowledge and renewing ideas can we fully and effectively solve the new situations or problems that constantly appear in education and teaching, and make the classroom teaching quality of our rural primary schools go up a step.