Confucius said: Knowing is not as good as being kind, and being kind is not as good as being happy. With the deepening of teaching reform, our mathematics classroom teaching has become more free and flexible, and students have always been actively learning mathematics in a happy state, which is indeed a gratifying change in our mathematics teaching reform. Teachers should be good at stimulating students' interest in learning, make full use of the mathematics classroom, and build it into a space full of vitality and charm, so as to stimulate students' thinking, let them actively feel the beauty of mathematics and pursue it. First of all, start with life experience, create situations and mobilize the classroom atmosphere. Mathematical knowledge is closely related to real life. There are also many examples in the new textbook. Teachers should try their best to introduce learning content with life situations or life experiences that students are familiar with, so that students are willing to accept it. Students can also cite the application of mathematical knowledge in life. Pupils have the characteristics of curiosity, doubt, strong love for beauty and liveliness. Mathematics teachers should think more from these aspects, give full play to the role of non-intellectual factors of primary school students in learning, and create a teaching method of learning and playing in class, so that students can play in middle school and in learning. For example, in the teaching of axisymmetric graphics, I use beautiful pictures prepared in advance to create situations and tell stories. One day in summer, a little dragonfly flew around the grass to catch mosquitoes. Suddenly, a beautiful little butterfly flew around the little dragonfly. The little dragonfly was angry, but the little butterfly said with a smile that they were a family. Little dragonfly doesn't believe it. Little butterfly takes little dragonfly to find their family members. Students, why did Fluttershy say that? In this way, the introduction of the new curriculum has stimulated students' interest in learning, made them interested and focused, and actively explored the * * * identity characteristics of symmetrical graphics. Second, hands-on practice makes students' perceptual knowledge rise to rational knowledge. According to Friedenthal's view, teachers should pay attention to cultivating students' practical spirit and independent exploration spirit in mathematics teaching. Pupils are young and weak in abstract thinking. Teachers should guide students to make full use of and create all kinds of figures or objects, mobilize all kinds of senses to participate in practice, and at the same time teach students how to operate, so that students can stimulate their thinking and thinking through observation, measurement, spelling, drawing and experiment, and discover and master mathematical knowledge from them. Let students practice, which can stimulate their interest in learning. For example, "Understanding Triangle" is a boring concept course. I asked students to form triangles with colored plastic strips and project them on the screen. Through observation, students soon found that figure 1 and figure 2 are figures surrounded by three lines, which are called triangles. Although three line segments are used in Figure 3, they do not intersect, so they are not triangles. The definition is sublimated from intuitive observation: "A figure surrounded by three line segments is called a triangle." Students have risen from perceptual knowledge to rational knowledge. Strengthening operation activities and letting students participate in learning with multiple senses can not only stimulate students' interest in learning, but also enrich their perceptual knowledge and help them learn mathematics knowledge, thus cultivating their creative spirit. Third, the implementation of democratic teaching and the construction of relaxed and harmonious bilateral activities between teachers and students in the classroom, bilateral activities between teachers and students are relaxed and harmonious, and teachers and students show their true selves. In class, students sometimes whisper, sometimes discuss in a low voice, and sometimes argue loudly about the questions raised by the teacher. The students rushed to speak, some condescending and outlined; Some quote classics and are meticulous. In response to the students' unique speeches, the teacher nodded in agreement from time to time. For students with poor expressive ability, teachers activate students' thinking with trusting and encouraging eyes and words. Students naturally dare to tell the truth, tell the truth, and their personality is fully publicized. For example, after teaching students the classification knowledge in the first volume of a class of mathematics, I consciously asked students to practice and find out the solution to the problem: more than 30 pencils of different colors, different lengths, with or without rubber heads were scrambled and put together, so that students could classify and see who got a reasonable share. Students are scrambling to classify: some are classified by color; Some are classified by length; Some are classified according to the presence or absence of rubber heads; And be random. Then ask students to explain the reasons for this division, guide students who don't know the reasons, and let students learn independently and practice actively in independent activities. Teachers also pay attention to the guidance of students' learning methods, cultivate students' comprehensive ability, develop good study habits, and make students have the attitude of wanting to learn, being happy to learn and being able to learn. Fourth, help students build up their self-confidence in learning mathematics. For example, a girl in my class is proud of her poor math foundation and unclear learning attitude. She doesn't want to be helped. She thinks she has no face. Ask her if she understands, she always understands, and she often makes mistakes in her homework, which shows that she has no patience in doing her homework. From the beginning, I asked her to write correctly, allowed less homework, asked to do one question for another, and would not do it again, and continued to do it right, so that she realized that she could do it right, gradually established her confidence in learning, praised her in time when she found advantages, and let her taste the joy of success, realizing that learning needs to be down-to-earth step by step, and there can be no false behavior. Gradually, she gained some confidence in mathematics, wrote correctly and improved her grades. Appropriate praise and reward is an opportunity for every student to succeed in a good math class, especially those with learning difficulties. Teachers should be good at trying to eliminate students' nervousness and fear, and take encouraging evaluation and appropriate praise for students' performance in class. Encouraging evaluation and praise can make students dare to think, ask, say and do like spring breeze. Only in this way can classroom teaching be full of vitality, students' personality can be fully displayed, and students' creativity and innovation sparks can be generated. For example, in practice, students finish the homework assigned by the teacher within the specified time, and the teacher will reward students with learning difficulties with a "little red flag" and sometimes take the initiative to whisper to them. When students are rewarded by teachers, their enthusiasm for participating in learning will be higher. They will further discover problems and exert their unprecedented imagination, so as to get rid of the troubles of studying hard, enter the realm of happy learning and greatly develop their innovative ability. In short, in primary school mathematics teaching, we should start with life experience and create meaningful, challenging and enlightening problem situations through various forms to stimulate students' internal motivation to learn to the maximum extent. In hands-on practice, students can experience the fun of "learning mathematics". In democratic teaching, students can not only acquire knowledge, form skills and master mathematical methods, but also gain positive emotional experience and establish confidence in learning mathematics well.