Quality education is an education that fully develops people's subjectivity, emphasizing that education should respect and develop students' subjective consciousness and initiative, cultivate and form students' sound personality and spiritual strength, and make students grow vividly. Mathematics teaching requires paying more attention to students' dominant position, the infiltration of mathematical thoughts, the development of intelligence and the cultivation of ability. The subjectivity of students refers to their subjective initiative. It is not that students passively accept the knowledge taught by teachers, become the recipients of knowledge, and dare not actively participate in classroom teaching activities, thus forming the habit of passively accepting and relying on teachers. Instead, under the guidance of teachers, students participate in classroom teaching activities independently and freely, actively answer teachers' questions, form a good interactive relationship between teachers and students, and form the habit of active participation, thus laying a solid academic foundation for lifelong learning and continuous understanding of the objective world in the future. So how to truly realize this teaching principle in classroom teaching? Now I will talk about my teaching practice.

First of all, change the educational concept and establish the subjective consciousness and the subjective thinking mode.

Modern educational philosophy holds that in classroom teaching, whoever gains knowledge is the subject. Modern teaching is no longer a simple teacher imparting knowledge. On the contrary, teachers should teach students the ability and consciousness of active learning. Only in this way can the cultivated people adapt to the development of society. Therefore, in mathematics teaching, we should persist in taking students as the main body, give students the initiative to learn, and let students independently carry out exploration activities such as trying, operating, observing, imagining, discussing and asking questions, so as to discover the potential magical mysteries of mathematical problems and appreciate the true meaning of mathematical beauty. Instead of teaching, just tell the students the results and let them remember or practice again and again. This kind of teaching stifles students' development in many aspects. For example, when teaching "Understanding Circle", let each student do the operation by origami, and let the students observe, discuss, summarize and summarize in the hands-on operation. Students can easily get "a circle has countless radii and diameters" and "in the same circle or in the same circle, the diameter is twice the radius." This kind of teaching not only sees the static existence of knowledge, but also guides students to examine knowledge from a dynamic point of view, that is, knowledge is both the "result" and the "process" of cognition. Students not only know what it is, but also know why. In this way, students can not only consolidate what they have learned, but also use it flexibly. In this teaching process, students not only master new knowledge, but also master the methods of exploring and studying problems, which is conducive to cultivating students' spirit of exploration and innovation.

In addition, from the perspective of cognitive psychology, knowledge in textbooks is an objective thing, and students' cognitive structure is a reflection of knowledge structure in students' minds. To make knowledge structure become students' cognitive structure, there must be a process of construction. This process cannot be "copied" at once like a camera. Because students are active subjects, they absorb and assimilate new knowledge on the basis of the original cognitive structure, enrich and improve the original cognitive structure, or reorganize the original cognitive structure to form a new cognitive structure that unifies old and new knowledge. Expand the process to be studied, guide students to break through one difficulty after another, and finally acquire knowledge from the outside to the inside. Therefore, mathematics learning is not a simple acceptance and accumulation of knowledge granted by the outside world, but the construction of subjective initiative, and students are also educated in many aspects during the construction process. Only by changing the concept of education can we consolidate the ideological foundation, provide the possibility for the development of students' subjectivity and improve the quality of education in an all-round way.

Second, create situations to stimulate students' initiative and enthusiasm in learning.

Students' learning mathematics is a positive and meaningful action, which needs internal motivation to motivate and promote their learning, so as to achieve their learning goals, and this internal motivation comes from learning needs. Only when students have the need and desire to learn mathematics can they have a psychological force to motivate and push themselves to learn mathematics and actively participate in learning activities. In order to meet this need and desire, in the process of mathematics teaching, we should consider the characteristics of students' physical and mental development, and combine students' existing knowledge and life experience to design interesting mathematics teaching activities, so that students have more opportunities to learn and understand mathematics from familiar things around them. Designing problem situations that are related to students' real life in teaching will cause students' cognitive conflicts, make their hearts in an unbalanced state, produce a sense of inadequacy and exploration, and strive to achieve psychological balance. Let students actively participate in the learning process of "imbalance-inquiry and discovery-problem solving-balance". This lesson creates problem situations in the introduction of new lessons, creates an atmosphere of "situational problems", and builds a bridge between life and mathematics learning, between concrete problems and abstract concepts. Make students actively participate in and experience, explore independently and actively with the support of existing knowledge and experience, and realize the re-creation of mathematics. When students are learning to read decimals, they design such a question: What is the difference between the numbers to the right of the decimal point and the numbers to the left of the decimal point? This question has aroused students' desire to explore. In the whole teaching process, students have the feeling of "a wave of unrest, another wave of unrest" and always take the initiative to participate in learning activities. In all aspects of mathematics teaching, we should carefully create a learning atmosphere full of beauty and wisdom, so that students can have concrete feelings about the objective situation, stimulate their interest in learning, devote themselves to learning and fully develop their potential abilities.

Third, infiltration promotes positive development.

Mathematical thinking method is implicit in knowledge and embodied in the process of its occurrence, development and application. In the teaching process, we should pay attention to the infiltration of mathematical methods and cultivate students' learning ability to acquire knowledge actively. Students who have mastered this ability will actively participate in mathematics classroom learning activities, thus promoting and developing students' subjectivity. Mastering basic mathematical ideas and methods can make mathematics easier to understand and more conducive to memory, which is the premise of learning to learn, develop and innovate. In mathematics classroom teaching, teachers should guide students to actively participate in the learning process. In addition to designing some situations, scientific thinking methods should be integrated into students' cognitive structure, so that students can migrate more widely, cultivate students' innovative thinking in many directions and angles, and cultivate students' ability to actively participate in learning. Once students have this ability, they can continue to succeed in their studies, enhance their self-confidence and learning motivation, and better participate in learning activities.

Fourth, build a multi-evaluation system.

The evaluation should be: ① flexible, the answer should not be too limited, as long as it is reasonable, it should be affirmed. ② It is necessary to evaluate not only the result of the activity, but also the process of the activity. In particular, the active participation, subjective initiative and good personality of middle school students are evaluated and encouraged. Only in this way can we give full play to the educational and incentive functions of evaluation. ③ Change the object of students' evaluation into the subject of evaluation. Students' activities and results in class are not only evaluated by teachers, but also by students themselves or each other.

Implementing subjective education in classroom teaching is the development direction of primary school mathematics education facing the new century, and it is also a major change in current educational concepts. In mathematics classroom teaching, every teacher must emancipate his mind, renew his ideas, always pay attention to providing opportunities for students to participate, reflect students' dominant position and give full play to their subjective initiative. So as to arouse students' subjective consciousness, cultivate students' initiative spirit, form students' spiritual strength, promote students' lively growth and lay a good foundation for students to create a confident and energetic life.