Classroom learning is the leading activity in all students' activities, and it is also one of the main sources of students' mental health problems. The sense of incompetence caused by the gap between grades and expectations, the inferiority caused by long-term academic failure, and the tension and anxiety caused by the learning environment that overemphasizes competition. In order to make students' physical and mental health develop harmoniously, we must combine mental health education with teachers' teaching and students' learning, and organically penetrate into subject teaching. Primary school mathematics, as a basic subject, has the advantages of infiltrating mental health education because of its own characteristics. Then, how to infiltrate mental health education into the practice of primary school mathematics teaching?

First, create a relaxed and pleasant teaching atmosphere to stimulate students' interest in learning. Teachers talk, students listen, teachers ask and students answer. Such a teaching environment can't attract students' attention at all, and will restrict students' development for a long time. Create a relaxed and pleasant teaching atmosphere, let students engage in learning comfortably, form a teaching psychological atmosphere of interaction and mutual acceptance between teachers and students, and then mobilize their achievement motivation and actively participate in learning. For example, the thinking of junior students is mainly concrete. Therefore, according to their thinking characteristics, combined with the curious and active psychological characteristics of primary school students, organizing them to observe and operate purposefully, especially using teaching methods such as "swinging" and "calculating", can effectively stimulate and cultivate students' interest in learning. For example, when saying "18-7", students can each put a bundle of (10) 08 sticks on the table, and students can count them one by one. 18 How many are left after taking seven? Some students may take seven out of eight, leaving 1 and a bundle (10) to get11; Some students may disassemble the whole bundle of sticks, take seven sticks and leave three, and add eight scattered sticks to get11; Some students may take a bundle apart and combine it with eight scattered ones, and count it as seven, leaving 1 1. No matter what method is used, as long as students get the answer of 1 1, I will give affirmation and praise, and then summarize and point out which method is the easiest. In this way, students will be deeply impressed by the conclusions drawn from their own personal participation in the operation. In the whole process, students are always interested and active. They not only understand "18-7" and get 1 1, but also know that there may be many solutions to a problem, and also cultivate students' ability to explore knowledge with their hands and brains. Teachers participate in students' practical exploration as collaborators and express their opinions as friends. In this way, there is no constraint between students and between students and teachers, which really makes students fearless in learning.

Second, pay attention to process experience and induce students to actively participate in learning.

Piaget, a famous psychologist, said: "Children's thinking begins with action. If the connection between action and thinking is cut off, thinking cannot develop. " In order to solve the contradiction between the abstraction of mathematics knowledge and the visualization of primary school students' thinking, teachers must organize students to do more hands-on operations, inspire students' thinking through "moving", let them produce more new problems and ideas, and enliven the classroom atmosphere. For example, in the teaching of "understanding objects", I first organize students to play with building blocks, so that students can understand the shapes and characteristics of squares, rectangles, columns and balls in the activities of playing with building blocks. Knowing objects is a very abstract concept for first-grade children, but learning in activities is different. Students will not feel bored when playing in middle schools and schools, but will also be interested. The thinking of primary school students is in the development stage of concrete images, and primary school students have the characteristics of playing and moving thinking. Creating reasonable and timely hands-on activities and providing students with opportunities for activities will make learning natural, relaxed and efficient. Hands-on operation can stimulate students' curiosity, change passive learning into active learning, and cultivate students' autonomous learning ability.

Psychological research shows that intuitive, vivid and novel things can attract students' attention more. Students' interest in learning is always directly related to the learning materials. Suhomlinski said: "Interest lies not in knowing what you can see at a glance, but in knowing the hidden mysteries." Pupils are curious, studious and easily attracted by novelty. This requires teachers to reveal something new in front of students and arouse their curiosity. This freshness can capture students' hearts and force them to think and understand. Teachers use vivid language and appropriate and intuitive teaching methods, which are often very attractive to students, and can stimulate their interest in learning and develop their interest at the same time.

Third, start from yourself, keep a healthy attitude and act in the sun.

Teachers' own behavior is also a good channel for healthy psychological infiltration. Confucius said, "It's just and not ordered; His body is not right, although he does not obey. " What teachers do is bound to lead students to do the same. Sometimes, a thousand times of preaching is not as good as a suggestive look, a demonstrative action and a casual remark. It can be said that many good moral qualities of students are instilled by teachers imperceptibly. Therefore, in order to make students form a healthy psychology, teachers must be upright.

Fourth, pay attention to hands-on operation.

Hands-on activity is an active learning activity with concrete image and intuitive characteristics. Teaching practice has proved that letting students operate by themselves is more solid than listening to the teacher's explanation, which is more conducive to stimulating students' interest in learning and developing their intelligence. In the teaching of Understanding Graphics, the first volume of mathematics in the primary school of New Beijing Normal University, students are asked to prepare various geometric graphics, let them have a look, touch and play, and feel the different characteristics of various three-dimensional graphics by themselves. In addition, as a group, prepare a "gift" package for each group. In fact, it contains all kinds of three-dimensional graphics, so that students can boldly try to put together "gifts with the same shape", which can not only deepen students' understanding of the appearance of three-dimensional graphics such as cuboids, cylinders and spheres, but also cultivate students' ability of observation and comparison.

In short, under the new curriculum, mental health education will surely become an important aspect of education. Mental health education is not only the responsibility of professional teachers, but also the responsibility of every teacher. As a primary school math teacher, we should keep pace with the times and update our teaching concept, that is, not only to teach, but also to educate people. We should not only preach, teach and dispel doubts, but also take teaching as a carrier and bridge to tap students' potential, develop their intelligence and adjust their mentality. We must never stop at the level of simply teaching mathematics knowledge, and we must not only meet the improvement of mathematics scores.