1. Pursuing the original connotation of "childlike innocence, childlike innocence and childlike interest" in primary education. Now the primary education in rural areas is no longer "childlike innocence", which is very terrible. Many teachers don't have the necessary understanding of children's world, let alone trying to guide children to enjoy learning in their world. Therefore, many children are afraid of school life in a short time.

2. We must put the cultivation of children's self-confidence, compassion, sense of responsibility and will quality in a more prominent position. As adults, we are fully aware of the importance of these things, but who has seriously studied and taken them seriously in our education and teaching activities?

Most people often tame their children with adult moral standards and codes of conduct. Teachers become moral judges, making a mountain out of a molehill about some "mistakes" that are not worth mentioning to children, so that some children can't lift their heads when they are young.

3. Attach great importance to the basic training of learning. The mastery of basic learning skills should be mainly in the primary school stage, such as reading, observation, experience, hands-on, thinking, application and expression. These skills and habits are much more important than those ready-made knowledge from the perspective of a person's life growth.

We should train these basic skills and habits by imparting knowledge as a carrier, so as to enrich the learning process, instead of directly pouring knowledge into children's brains, otherwise students will fall into the quagmire of rote memorization and mechanical repetition.

4. Seriously study the learning evaluation of primary school students. When evaluating primary school students' learning, we should pay special attention to evaluating students' "hard work" in the learning process, not the results or test scores.

If our teachers guide children to study for scores and rankings early, then children will put their interest in learning behind them from an early age and pay attention to their own learning and mastering the test content. In the long run, they will firmly believe that "learning is for exams, not for high scores", which will inevitably make the learning process dull.