1 Implementing moral education for students in mathematics teaching Primary school students are in a critical period of moral formation and development. Cultivating them with good moral quality can not only promote teenagers to study harder, but also meet the requirements of the times and the motherland. Infiltrating students' ideological and moral education in primary school mathematics teaching can guide students to receive the enlightenment education of dialectical materialism from several aspects. Cultivate students' good study habits. For example, observation habits, thinking habits, self-study habits, listening habits and so on. It is a long-term, arduous and meticulous comprehensive education process to improve students' knowledge and ability and cultivate a scientific and rigorous attitude. Cultivate students' qualities of courage to overcome difficulties, initiative and courage to climb scientific peaks. As Suhomlinski pointed out: Only when you encounter difficulties can you open the road to happiness. It is necessary to strengthen training step by step, purposefully, planned and step by step, so that students can have fun in suffering and enjoy it. We should also follow the example of mathematicians such as Chen Jingrun and Gauss, encourage students to climb the peak of science and cultivate their lofty aspirations.
It is a successful experience for psychologists to stimulate students' interest in learning, make them master of learning, and let them receive education and learn new knowledge under pleasant psychology. Mathematics is characterized by abstract thinking, while students' psychological development has the following characteristics: general and inaccurate perception; The purpose, intentionality and persistence of perception are poor; The main feature of primary school students' thinking is the gradual transition from concrete image thinking to abstract logical thinking, but their abstract logical thinking is still directly related to perceptual experience, which has a large number of concrete images. This requires mathematics teachers to actively reform the classroom teaching mode, combine the actual characteristics of students, and apply a series of advanced teaching methods such as happy education, successful education and situational teaching to teaching practice to stimulate students' thirst for knowledge and self-motivation. At present, classroom teaching is still a main teaching form and the main channel for implementing quality education. Therefore, a good class is the key to improve the quality of education and teaching. The new curriculum standard advocates independent exploration, cooperation and exchange, and innovative mathematics learning methods. We emphasize that we should provide students with sufficient opportunities for mathematical activities and exchanges according to their life experience and existing life background, so that they can truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration, and at the same time gain rich mathematical experience. At the same time, an important feature of mathematics is abstraction. However, the first-year students' thinking characteristics are concrete thinking in images as the main form, while retaining the form of intuitive action thinking. According to their age and thinking characteristics, how to implement the purpose of "new curriculum standard" in the teaching process, so that students love learning mathematics, enjoy learning mathematics and learn mathematics. I pay attention to the following points in my daily teaching practice: 2. 1 attend classes, create life situations and stimulate interest in learning. Interest is a kind of desire and intention with strong emotional color, which is an important basis for the formation of innovative motivation and the internal motivation of students' learning. Psychological research shows that interest is the basis of primary school teaching, and it is also the basis of cultivating innovative consciousness and ability. Innovation and interest are closely linked. Only when students are interested in learning can they observe, study and explore independently and consciously. For primary school students, interest is the best teacher and the most inspiring thing. Therefore, according to the age and psychological characteristics of the first-grade primary school students, at the beginning of each class, a life situation will be carefully designed to attract students' attention and interest in learning, and at the same time, students will truly feel that mathematics is not that difficult, it exists around us and in our daily life. For example, when teaching statistics, I aim at the characteristics that primary school students remember birthdays very well, and ask students to talk about how they spent their birthdays and which guests they came to attract students' attention. Then he said, "Uncle Elephant is going to celebrate his birthday today. Please look at the children. How many guests have been to his house? " At this time, students' interest is high and they are scrambling to tell their findings. At this time, I seized the opportunity and asked, "What else do you want to know?" Because this scene is familiar to the students, and the students have raised many questions, the classroom atmosphere is particularly warm. It has laid a good foundation for teachers to continue to guide students to collect and sort out materials in the future.
2.2 In the classroom, create a cooperative situation to stimulate the desire to explore. Mathematics teaching process is a special cognitive process, and students' active participation in the learning process is the key to learn mathematics well. Piaget, a famous psychologist, said: "Children's thinking begins with action. If we cut off the connection between action and thinking, thinking cannot develop. " Primary school students mainly think in concrete images, and it is difficult to obtain mathematical thoughts and mathematical thinking methods only by teachers' explanations in the cognitive process. Therefore, in the teaching process, we should try our best to make students feel in practice, give full play to their potential, let students acquire knowledge through their own efforts, and truly achieve the goal of "I did it, I understood it". Moreover, because the ability of first-year students to do things alone is still weak, they are more willing to do things with their peers. In this practical activity, I usually change "individual study" to "collective cooperation". 2.3 At the end of the class, set a suspense, so that students can consciously explore the knowledge in the fields of life and mathematics. Setting and saving exercises at the end of the course is the most important part in the teaching process. Its main purpose is to check whether students have mastered what they have learned and applied what they have learned in order to enter the state. Therefore, when setting and maintaining exercises after class, we should not only pay attention to the timeliness and moderation, but also pay attention to the setting and maintenance of "Miao". It should be a wonderful combination of suspense, interest, knowledge and practicality, that is; When we set and keep exercises after class, we should adhere to the guiding principle of combining life with practice and unifying literature and Taoism, avoid mechanical, ineffective and single repetitive exercises as much as possible, and let students gain knowledge and methods from suspense exercises, thus stimulating students' thinking interest and realizing the scientific way. 3. Change the traditional teaching methods and cultivate students' innovative skills. Modern creative theory shows that innovative skills with creative thinking as the core are not taught, nor are they taught by hand. They are often the "epiphany" of the creator after psychological "baking period" and "brainstorming" Therefore, the cultivation of students' innovative skills in classroom teaching must rely on subtle influence methods, so that students can experience innovative thinking skills in the process of continuous learning.
3. 1 Change the traditional knowledge transfer process into the inquiry process of "problem solving" sequence. In the teaching process, students are faced with the indirect experience accumulated and tempered by human beings for a long time. It is undoubtedly an efficient way to improve students' knowledge level to let students understand these achievements quickly or repeat the process of scientific discovery along a "concise and smooth road". However, in this process, it is very beneficial to improve students' innovative skills if we deliberately create some problem situations that need to open up new paths for students and eliminate confusion. Therefore, in the teaching process, we should consciously put some concepts and proven laws into the sequence to be "solved", and design the process of students learning concepts and laws as the process of "rediscovering" and "solving" these problems, so that students can be inspired by innovative thinking methods after experiencing detours, forks and corrections in the exploration process, thus improving their innovative skills. In the teaching process of "problem-solving" sequence, we should pay attention to cultivating students' problem consciousness and guide students to constantly ask valuable questions; Second, we should guide students to face problems and explore new ways to solve them. 3.2 cultivate observation ability, let students know things and increase their knowledge. In primary school mathematics teaching, students must be guided to master the basic observation methods, learn to grasp the essence and discover the law through the appearance of things in observation, and achieve the purpose of continuously acquiring new knowledge, cultivating ability and developing intelligence. In teaching, we should give students some familiar examples and use slides, models, objects and other teaching AIDS to guide students to observe, analyze and synthesize intuitively. So as to stimulate students' interest in learning knowledge, so that students can simplify the complex in a relaxed and happy environment, turn the difficult into the easy, and not get lost in the profound mathematical maze. For example, when explaining the problem of calculating the feeding area in Exercise 2 1 in Book 9, I took into account the fact that students have never touched the funnel, and guided students to observe and analyze it through the following four levels: (1) What are the shapes of the four sides of the funnel; (2) Let students observe that the upper and lower sides of the funnel are empty, and let students preliminarily perceive and calculate the areas of the four sides of the funnel; (3) Let students further observe whether the four trapeziums on the side are exactly the same in size and shape; (4) Disassemble the funnel along one waist of the trapezoid, so that students can observe and analyze, and turn the abstract into concrete, thus solving the problem. The poor students in the class have all been calculated. At the same time, the answer to this question left a deep initial impression on the concept of "space" and paved the way for future study papers. I think people's understanding and accumulation of knowledge can't be achieved through observation and practice. Without observation, there is no rich imagination, and it is impossible to have correct reasoning, generalization and creativity. Therefore, consciously arranging students to observe and think, gradually cultivating their observation ability and developing their imagination not only increase their interest in mathematics, but also create a good classroom atmosphere.
In a word, it is a systematic and complicated project to carry out quality education for students in primary school mathematics teaching. Mathematics teachers in primary schools should teach students in accordance with their aptitude according to the syllabus and the principles of pedagogy and psychology, and improve students' quality in an all-round way.