1. Formulating comprehensive, scientific and reasonable primary school mathematics teaching objectives and implementing quality education will make students develop in an all-round way, and teaching activities will inevitably have an impact on all aspects of students' body and mind. According to the Outline of Basic Education Curriculum Reform (Trial) and the characteristics of mathematics education, the Standard defines the overall goal of mathematics curriculum in compulsory education, which is defined from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude. It is of great significance for students to lay a good foundation in mathematics, develop their thinking ability, cultivate their interest in learning mathematics and develop good study habits from an early age, to implement the educational policy of all-round development of morality, intelligence and physique, to cultivate socialist citizens with ideals, morality, culture and discipline, and to improve the quality of the whole nation. 1. Cultivate students' skills of exploring and solving problems. At present, we regard solving problems as the center of mathematics curriculum, which is a basic goal of mathematics education. In mathematics teaching, we should abandon the practice of attaching importance to mathematical thinking in the past and strengthen the teaching of mathematical thinking process. Teachers are required to create problem scenarios for students, encourage students to use existing knowledge to explore and find answers to questions, and cultivate students' ability to explore and solve problems. 2. Strengthen the infiltration of basic mathematical thinking methods. The mathematical thinking methods of primary school infiltration mainly include: reduction, combination, induction, association, set and correspondence. These ideas and methods are implicit in the content of primary school mathematics teaching, which is more stable and universal than mathematics knowledge itself. Therefore, teachers should fully explore these ideas and closely infiltrate them into the teaching of mathematics knowledge. This is of great benefit for students to understand knowledge and improve mathematics quality. 3. Cultivate students' awareness of mathematics application. With the development of mathematics today, its contents, ideas, methods and language have penetrated into natural science, social science and modern life. Therefore, we should pay attention to cultivating students' awareness of mathematical application, combine the study of mathematical knowledge with practical application from the first grade, let students observe, analyze and solve life problems by using mathematical thinking methods, and form the habit of actively observing and analyzing objective things from the perspective of numbers and shapes. Cultivate students' emotions and attitudes. Emotion and attitude goals have both contents and values related to cognitive activities and relatively independent contents and values. This goal can not be achieved in one class, but must be achieved in every class and permeate the whole process of classroom teaching. Therefore, cultivating students' emotion and will in primary school mathematics teaching should be understood from the height of quality education. They not only serve and belong to cognitive activities, but also have their relatively independent content, value and status, and are an organic part of students' basic quality. It should be noted that the goal of primary school mathematics teaching should be concrete, that is, it should be decomposed into each unit and class hour in teaching. When determining the teaching goal of a class, teachers should be good at choosing the most important task that a class can accomplish on the basis of studying students, analyzing teaching content, teaching conditions and teachers' own characteristics. In practice, some teachers list too many tasks in a class, which can only make the completion of tasks a mere formality; Some teachers only pay attention to the teaching of basic mathematics knowledge and skills, while ignoring other tasks. These practices will inevitably affect the all-round development of students to varying degrees. Second, teach students in accordance with their aptitude, so that every student can get the greatest possible development. When we reflect and evaluate the past education, we all think that the past education was too uniform and rigid, and the school ignored the individual needs when the number of students increased greatly. Quality-oriented education emphasizes following the principle of personality education, that is, education should be oriented to every individual with differences, and according to the reality of different students, let each student get the greatest development on their own original basis and teach students in accordance with their aptitude to the maximum extent. With a large number of classes at present, it is unrealistic to ask each class to take care of each student's personality. The feasible way is to divide students into different levels appropriately and guide students at different levels. All aspects of primary school mathematics teaching should pay attention to the needs of students at different levels. On the premise of ensuring that all students meet the basic requirements of the syllabus, students who have spare capacity for learning should deepen and broaden the syllabus, so that they can have the opportunity to contact, understand and even delve into the mathematics problems they are interested in, meet their needs of not learning to the maximum extent, and pay attention to cultivating their independence and creativity in learning. For students with learning difficulties, we can appropriately reduce and relax the requirements in terms of speed and difficulty, and provide them with various forms of help. In order to make every student develop, we must break the single teaching organization form of class teaching system and combine class teaching with group teaching and individual teaching. How to give every student a chance to develop is an urgent problem in implementing quality education. I think if students in a class are divided into several levels, teachers will treat different groups differently in teaching objectives, teaching methods and classroom exercises. There are also experiments that adopt the method of grouping and pairing, that is, two tables with four people as a group and four people as two pairs, and the best and the worst are matched. Teachers assign tasks to each group and each pair, and put forward dual tasks for students, that is, to be students and teachers, to enjoy learning and teaching, and to learn and teach from each other. This form can fully mobilize the enthusiasm of each student, provide opportunities for each student to participate and ensure the development of each student. Third, attach importance to the development of students' subjectivity and develop students' subjectivity in primary school mathematics teaching. First, we should establish a correct educational concept, regard students as the main body of understanding and development, and let all students actively participate in the teaching process. Because students' learning is not a process of passively accepting knowledge, various measures should be taken to encourage all students to actively participate in the teaching process and make learning their own activities. It can be said that for every learning subject, there is no real learning without activities. The second is to cultivate students' enthusiasm for mathematics. Therefore, teachers should love students and mathematics, which is the emotional medium to cultivate students' love for mathematics; It is necessary to provide students with opportunities for success, so that students at different levels, especially those with learning difficulties, have successful experiences, stimulate their passion for learning and enhance their confidence in learning mathematics. Third, teachers should creatively use a series of teaching methods that are conducive to students' participation in the learning process, stimulate students' interest, mobilize students' enthusiasm, and provide students with time and space for independent learning and activities. Fourth, create the necessary mental and psychological conditions for students' autonomous learning. Teachers should be good at creating a democratic, equal and harmonious classroom teaching atmosphere, so that students can actively think in this healthy mental and psychological atmosphere and dare to express their independent opinions. The fifth is to teach students scientific learning thinking methods, so that students can learn actively and be good at learning. Fourth, establish a scientific evaluation system. The evaluation of primary school students' mathematics academic performance is an important link in the process of mathematics teaching. Evaluation has the functions of value judgment, guidance, encouragement, feedback and improvement. Giving full play to all aspects of evaluation and conducting comprehensive and scientific evaluation are conducive to the implementation of quality education. First of all, the evaluation content should be comprehensive. It not only attaches importance to the examination of mathematical knowledge, skills and abilities, but also attaches importance to the evaluation of learning emotion, interest, motivation, attitude, will quality and habits. Second, the evaluation methods should be diversified. Pay attention not only to written test, but also to the evaluation of oral expression ability and hands-on operation ability; We should not only pay attention to regular evaluation, but also evaluate students at any time and place in all aspects of teaching activities such as review, new knowledge teaching, consolidation exercise and independent homework. Combine the performance in classroom teaching with the performance in extracurricular activities and homework. The third is the combination of diagnostic evaluation, formative evaluation and summative evaluation. Fourth, teachers' evaluation is combined with students' self-evaluation and other evaluations. Fifth, use the grade system instead of the 100-point system, and write diagnostic, guiding and encouraging comments at the same time, so as to reduce students' academic burden and psychological burden and let students develop lively and actively.