The new era poses a severe challenge to our teachers. The teaching method of "full house irrigation" is obviously out of date and can no longer meet the needs of innovative education and rapidly changing modern society. Innovative teachers are urgently needed in the new era. Because innovative education is based on teachers' knowledge, and teachers' innovative quality and ability determine the quality of education. In order to make students have innovative spirit and practical ability, teachers should first have innovative consciousness, and teachers' innovative quality is the key to implementing innovative new education. Only innovative teachers can cultivate innovative talents. Therefore, we can no longer be satisfied with the existing knowledge. We are still learning from the old methods and copying the old conventional education methods. We must change our educational concept, update our educational ideas, have a strong pioneering and innovative spirit, constantly update our knowledge, broaden our horizons, absorb all kinds of information, absorb advanced educational ideas, be good at applying them to teaching, and be good at discovering or innovating effective and scientific teaching. Only in this way can we cultivate a new generation with innovative consciousness and ability and create high-quality and efficient educational effects.

Second, stimulate interest in learning

As the saying goes, "interest is the best teacher", and primary school students' interest in learning is the emotional expression of their various needs in learning activities and learning process. Only when students become the masters of students' activities and actively participate in learning activities, and when students take learning mathematics knowledge as their own needs of life and development, teaching will be fruitful and classroom teaching will first let students enter the classroom. Therefore, the primary task of the new teaching is to mobilize students' learning motivation, stimulate students' interest in learning, and make students consciously enter the learning state. When learning mathematics, only students are interested in mathematics. If you like math, you can learn it well. In addition, I think teachers should attach importance to emotional input and the exchange of ideas between teachers and students. Students, like our teachers, are living people with rich feelings. Besides, they are too young and their feelings are more susceptible. Therefore, we should care about them, respect them, understand them, let them feel the kindness and approachability of the teacher and realize that the teacher loves me.

Years of mathematics teaching in primary schools have made me deeply realize that learning interest is the premise of mobilizing students to actively participate in learning, teachers' concern is the motivation of actively participating in learning, and correct evaluation of students is an effective measure to mobilize students to actively participate in learning. To succeed in teaching, we must arouse students' enthusiasm and study actively. In teaching activities, teachers are external conditions and students are internal reasons, and teachers' teaching can only play a role through students' learning. Therefore, mathematics depends on whether students can be mobilized to actively participate in learning.

Third, encourage questioning and ask difficult questions.

There are many ways to cultivate students' questioning ability, and "setting doubts-generating doubts-questioning-solving doubts" is one of them, that is, teachers first ask hierarchical and divergent questions, induce students to find problems, generate doubts and put forward innovative ideas, and then guide students to explore and solve through thinking, discussion and analysis, and encourage students to further explore and sprout students.

Fourth, strengthen lateral thinking.

All along, we have attached great importance to the in-depth development of thinking and neglected the lateral training of thinking. With the deepening of curriculum reform, we gradually realize the importance of lateral thinking, and encourage a variety of problem-solving strategies to be common in the classroom, so that students' thinking will be broadened, their brains will be flexible, and the accumulation of innovation will be profound.

As far as the old textbooks are concerned, there is little training in lateral thinking. For the key problems in the classroom, I not only ask students to learn, but also pay great attention to guiding students to think from multiple angles, solve problems in multiple ways, and try to broaden their thinking width. For example, 1 1 Volume "Application of Scores with Time", there is only one way to show it in the textbook. When teaching, I am not limited to this. I pay great attention to guiding students to analyze quantitative relations, sorting out ideas, encouraging students to think independently or cooperate with others to find other solutions, and then exchange comments with each other. In this way, useful equations, useful fractions, useful proportions and useful inferences are varied and can be said to be clear.

Verb (abbreviation for verb) encourages the use of network resources.

2 1 century, with the popularization of computers and broadband networks, traditional learning methods can no longer adapt to the development of the times. Using online learning has become a fashion abroad, and it is also developing rapidly at home. In the classroom, according to the national conditions of China, it is a good way to try to integrate it with traditional learning methods.

For example, to learn "circumference", we should first prepare a preview before class: what is circumference? Do you know anything about Zu Chongzhi? What is pi? How to calculate the circumference of a circle, etc. Ask students to search and consult related resources through the home computer link network, make records, report your learning gains in class, and share them with classmates to realize real autonomous learning. This way of learning was unimaginable in the past, and now it is gradually entering our first-line classroom, which greatly enriches students' learning methods and broadens their horizons.

Six, advocate hierarchical operation

For a long time, we have been used to unifying standards when assigning homework, regardless of stratification. In fact, this is against the laws of education. Let different people learn different mathematics, and students with different academic achievements arrange different levels of exercises, which is advocated by the new curriculum standard. Therefore, in class, we advocate that the exercises should vary from person to person and be arranged in layers.

For example, in my usual teaching, I have to design several different sets of homework in each class: difficult and easy; A group has several questions and a single question ... In class, top students who don't have enough to eat often quietly hand them a small note to add meals; For those students who can't digest, they are often asked to review some newly practiced types and strengthen their mastery. In this way, if you manage one thing after another, you will not fall behind and your learning efficiency will be improved obviously.

In short, in the teaching classroom, we should pay attention to everyone's participation, face all students, encourage them to question and ask difficult questions, make classroom life not chaotic, learn easily and happily, and cultivate students' innovative ability.