In actual teaching, we often see such a phenomenon: after the teacher asks questions, the students answer them one after another. When their answers don't match the teacher's expected answers, they just shake their heads or are dissatisfied. This phenomenon is because the teacher's presupposition is too formal, which leads to no "generative" problem in the classroom and hinders the development of students' personality.

The classroom under the concept of student-oriented education should be a personalized and active learning process for students, so that students can enter the study with a "thinking mind", thus cultivating developmental and innovative talents.

For example, when teaching literacy classes to first-grade primary school students, the teacher originally designed to put cards with different numbers on the students' desks in advance and cover them with pieces of paper. In class, the teacher first divided the pupils into groups, then asked them to open the pieces of paper and understand the numbers through cooperation.

However, before the whole class was divided into groups, the teacher suggested that the students suddenly opened the paper, some were surprised, some were holding the exchange, and the class order was in chaos. Teachers can define the tasks of primary school students through game activities in class (for example, supermarkets need to put the quantity of goods on the goods, and students will write the quantity of goods on cards and put them in cartons), and then send the cards to students.

The idea of student-oriented education is to awaken students' subjective consciousness, let them feel and experience life, and get inspiration and motivation for creation. Only by understanding this connotation and designing teaching creatively on the basis of understanding the teaching materials can teachers improve the effectiveness of Chinese classroom in primary schools under the concept of student-oriented education.