Literature review refers to a paper in which the author summarizes, analyzes and refines the data, materials and main viewpoints in a large number of original research papers on a certain topic in a certain period. The summary is a three-phase document, with strong topic, small scope, certain depth and timeliness, which can reflect the historical background, research status and development trend of this topic and has high information science value.

(1) Traditional teaching mode-"teacher-centered theory". The main theoretical basis of this teaching mode is behaviorism learning theory, which has long been the mainstream mode of school teaching in China. Its advantages are ... its disadvantages are ... (2) Modern teaching mode-"student-centered theory". The main theoretical basis of this teaching mode is constructivism learning theory, which advocates student-centered teaching ideas, teaching design, teaching methods and teaching management. Since 1990s, with the application of information technology in teaching, information technology has developed rapidly. Its advantages are ... its disadvantages are ... (3) the teaching mode with complementary advantages-"dominant subject theory". This teaching mode is teacher-oriented, student-centered, taking the advantages of behaviorism and constructivism learning theories and abandoning their shortcomings, which is the sublation of "teacher-centered theory" and "student-centered theory". The "leading-subject" teaching mode embodies dialectical materialism epistemology, but there is no effective and operable teaching method and mode in teaching practice. The traditional teacher-centered primary school mathematics teaching model can be expressed as "reviewing and introducing-imparting new knowledge-summarizing-consolidating exercises-assigning homework". This teaching mode undoubtedly limits the role of students as the main body of learning. At present, the advanced mathematics teaching mode in primary schools can be expressed as "creating situations, asking questions-discussing problems, proposing plans-exchanging plans, solving problems-simulating exercises, applying problems-summing up and perfecting understanding". This teaching mode strives to attach importance to the leading role of teachers and the main role of students, which is accepted by teachers and applied to teaching practice. However, this teaching mode limits students' learning to the classroom, and the way of learning is to do mathematics for the sake of mathematics. Mathematics has not been combined with life, and students' learning mathematics has not been placed in a vast life time and space. Students' ability to solve problems from multiple angles and ways is limited, especially their ability to creatively solve mathematical problems in life is limited, which is not conducive to cultivating students' innovative spirit and practical ability. To this end, we put forward the topic of "primary school mathematics-problem-inquiry-communication teaching model research".