Personalized teaching means taking "people-oriented" as the guiding ideology, respecting students' personality differences, such as personality, interests and hobbies, and taking this as a starting point, under the guidance and education of teachers, fully developing students' autonomous learning ability, cognitive level and personality. The new curriculum standard clearly puts forward: "Students' mathematics learning activities should be a lively, proactive and personalized process" and "different people get different development in mathematics". It can be seen that the new curriculum reform, which has been continuously promoted and deepened in recent years, attaches great importance to the differences and individualized development of students. As educators, we should actively promote personalized teaching in actual teaching, improve relevant teaching behaviors and improve the effectiveness of personalized teaching.

First, accurately grasp the learning differences of primary school students and implement hierarchical teaching.

The personality difference of primary school students is quite obvious, which is not only manifested in the mathematics foundation and intelligence level, but also in the learning interest and study habits. With the increasing number of primary school students, the structure of class students is becoming more and more complex and the differences are becoming more and more obvious. Therefore, if teachers want to change the traditional teaching mode, they should pay attention to the differences of each student as much as possible, accurately grasp their differences and carry out differentiated mathematics teaching. Teachers can conduct a comprehensive and in-depth investigation of primary school students through classroom observation, classroom questioning, extracurricular conversation and students' self-evaluation and mutual evaluation, establish student files, and further analyze the characteristics of students' mathematical foundation, intelligence level and study habits. On the basis of accurately grasping the learning differences of primary school students, teachers should also make full use of the collected information to promote hierarchical teaching in mathematics classroom. For example, when I was explaining the lesson Statistics, the second volume of the third grade mathematics published by Jiangsu Education Publishing House, I assigned an exercise: the water consumption of Lingling's home in each quarter in 20 10 is shown in the figure 1. How many tons of water does Lingling's family use every month?

In the teaching process, according to my understanding of the elementary school students' mathematical foundation and personality characteristics in the class, I asked questions in layers in a planned way, and classified them according to the difficulty of the questions below:

(1) How many tons of water does Lingling use every quarter?

(2) Choose the correct formula:

( 15+ 10+30+25) 4

( 15+ 10+30+25) 12

( 15+ 10+30+25) 365

(3) Calculate the monthly water consumption tonnage of Lingling's family.

Because different levels of questioning meet the characteristics of students with different learning foundations and interests, they are more active in answering questions than before and enliven the classroom atmosphere. Practice shows that accurately grasping the learning differences of primary school students is the necessary premise and foundation to realize personalized teaching. Teachers should conduct reasonable hierarchical teaching on the basis of in-depth understanding of students and guide students to develop good personality.

Second, strengthen the friendly teaching interaction between teachers and students, and develop personalized thinking

Teaching communication is an interpersonal communication activity in which teachers and students exchange information, thoughts and emotions and share information in the teaching situation. Teaching communication not only affects the enthusiasm of teachers and students in teaching and learning, but also affects students' classroom participation to a great extent, which is an objective condition to improve the effectiveness of personalized teaching. Therefore, teachers should strengthen teaching exchanges and improve the effectiveness of personalized teaching with practical actions. On the one hand, teachers should tolerate students' evaluation differences, so that primary school students with different backgrounds and personalities can feel support and encouragement, experience equality, respect and freedom, and create a healthy environment for them to form a positive attitude towards life and develop their own personality in teacher-student exchanges and classmates' exchanges. On the other hand, teachers should encourage primary school students to make bold guesses about some mathematical problems, stimulate their enthusiasm for learning and develop their mathematical thinking potential. For example, when explaining the second volume of the fourth grade, "Looking for the Law", the teacher can let the students play a game of scissors, stone and cloth in pairs and let them count how many collocation methods there are in the game. Teachers should not preconceived "correct and authoritative" thinking methods, let alone show impatience and negative emotions when pupils put forward wrong rules. Instead, they should guide them to find mistakes in rules, encourage them to discover the law of "A quantity ×B quantity = species", and then experience the way of thinking. Only a tolerant, harmonious and friendly relationship and atmosphere can provide space for students' personality development and form students' healthy personality. Teachers should attach importance to the communication and interaction between teachers and students in order to truly realize personalized teaching.

Third, carry out exploratory practical activities to highlight the main position of primary school students.

The new curriculum reform standard puts forward that we should respect students' dominant position, give students the initiative in learning, make students truly become the subject and master of learning in the classroom, promote students' subjective participation, give full play to students' subjective initiative and realize students' personalized development. Therefore, teachers should change the past practice of controlling the classroom, and participate in classroom teaching as instructors and collaborators of students' learning, so that primary school students can have more leading opportunities and fully participate in classroom activities. For example, when explaining the first volume of Grade Four, Angle Measurement, the teacher guided the students to know the central point, 0 scale line, 90 scale line and180 scale line of the protractor. After mastering the basic usage of the protractor, they guided the pupils to measure the angles of objects such as rubber, books and desks in groups, so that they could explore and master the protractor in practice according to their own personality habits. After the activity, teachers can ask students to report the measurement results. If several groups of students measure the same object, compare the measurement results of these groups to see which group is the most accurate, and let the students share their own measurement experience. In this process, teachers should fully respect students' dominant position, let students freely choose what to test and how to test under the premise of ensuring personal safety, and promote students' active participation and active thinking, so that personalized teaching can be effectively carried out.

Facing the new round of teaching reform, teachers should abandon the "spoon-feeding" teaching mode, absorb new teaching ideas, strengthen friendly teaching exchanges between teachers and students by accurately grasping the learning differences of primary school students, and carry out various teaching practice activities to realize personalized teaching. Only by respecting students' personality differences and improving students' autonomous learning ability in mathematics can we really enhance students' mathematical thinking ability and lay a solid foundation for them to learn mathematics.