Shanghai's "Action Program for Mathematics Education in Primary and Secondary Schools in 2 1 Century" puts forward that the fundamental purpose of education is to promote human development, and student development is the action slogan of mathematics education reform in 2 1 Century. In mathematics classroom teaching activities, students are the main body of learning, and giving full play to the role of learning decision makers is the internal cause. Without students' subjective learning activities, the goal of mathematics classroom teaching can not be truly realized. Teachers are the leaders of learning, so it is an external cause to give full play to the inspiring and guiding role of tutors from four dimensions: inspiring and guiding, guiding, asking questions and guiding the situation. The purpose of teachers' teaching is to enable students to form their own abilities. Therefore, in classroom teaching, giving full play to students' subjective role, mobilizing students' enthusiasm and initiative in learning, promoting students' subjective consciousness and gradually enhancing students' subjective participation ability will undoubtedly help to cultivate students' sense of responsibility and improve their mathematical quality and future development. Edward, the founder of lateral thinking? De? Bono said: vertical thinking is to dig a deep hole, and horizontal thinking is to try to dig a hole elsewhere. ?

At present, the classroom teaching in primary schools is mostly class teaching system. The formation of students' subjective consciousness and the enhancement of students' participation ability are inseparable from the class collective. Contemporary primary school students are mostly only children, whose behavior is relatively easy to show loneliness and selfishness, and their collective concept is weak, which is not conducive to their study and growth. Under the influence of exam-oriented education, teachers often pay more attention to imparting knowledge and consolidating what they have learned in classroom teaching, but pay less attention to mobilizing and giving play to students' main role, ignoring the collective role of students' mutual assistance and promotion, which is obviously not conducive to the implementation of quality education. The great achievements of modern science and technology are mostly created in the cooperative research and debate of groups or groups. Group technology is more important than individual technology, because many original ideas are generated in group communication. In most creative problem-solving examples, group communication is the most basic factor, and creative talents become independent people through communication.

No problem, no innovation; Without doubt, there will be no thinking and no spirit of research and exploration. On the basis of summarizing the long-term educational practice in the past, I have carried out the research of this topic. Through effective discussion, mobilize all students to explore themselves; Form emotional communication and information exchange between teachers and students; Let students' thinking collide and produce sparks of wisdom; Let students' creative thinking and creativity be cultivated.

Learning to survive (1972) compiled by UNESCO points out? Education has the dual power of developing creative spirit and suffocating creative spirit? . Under the traditional teaching, students' learning is a kind of closed learning, giving and receiving learning, synchronous learning and repeated memory learning. In this way of learning, students' innovative spirit and creative potential are often stifled. They only know how to stick to the rules, put authority first, don't know about changes, and listen to other people's suggestions. Bruner thinks? What learners discover by themselves is the most important and unique personal knowledge. ? Only when students have the ability and autonomy to ask questions can they find things by themselves.

Our school is a newly established school, only three years old. Our students come from different living environments, different cultural backgrounds, different educational environments and different levels of thinking, which makes their emotional development different. Coupled with the influence of previous exam-oriented education, students' personality differences are even more diverse. Some students always stay enthusiastic in a class and take the initiative to participate in learning. Some students are emotionally unstable and easily attracted by other things or phenomena, which are manifested as inattention, easy desertion and many small moves, thus affecting the quality of learning. Some students have been in a low mood, showing indifference or listlessness, slackness and no interest in learning. In order to make these children of different levels make full use of the efficiency of 40 minutes, so that they are willing to learn, good at learning and know how to learn, it is necessary for teachers to create a good teaching environment for teacher-student interaction in primary school mathematics classes and improve learning efficiency.

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Second, the research overview

(A) Research objectives

The goal of this study is to explore how to create a good psychological environment for mathematics classroom teaching under the guidance of educational theory, how to improve the quality of mathematics classroom discussion and cultivate students' ability from discussing teachers' problems to asking questions independently.

The content of the study

(1) Create a good situational atmosphere, organize discussion opportunities and guide discussion skills.

? Carry forward teaching democracy and create a good psychological atmosphere for classroom teaching.

? Create conditions for active thinking and guide students to think.

? Create an atmosphere in which everyone is innovative and innovative.

(2) Cultivate students' questioning ability.

? Face up to the original problem

? Cultivate curiosity

? Encourage students to ask questions.

? Set for students? Angry? 、? Hey? Scene.

Research methods and objects

? Object: This study takes the students in this class as samples and takes the mathematics classroom teaching environment as the research object. Implement and consolidate the basic knowledge and skills of mathematics, improve students' basic ability of mathematics, on this basis, cultivate and enhance students' subjective consciousness of active participation in learning, stimulate students' interest in participation, and improve students' subjective participation ability.

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