“知之者不如好知者,好知者不如乐知者。”非常形象、生动地说明了情感因素在学习中的作用。而传统的数学课堂把丰富复杂、动态变化的教学过程简约化归为“明算理,重练习”的特殊认识活动,导致数学课堂变得机械、沉闷和程序化,缺乏生机与乐趣,缺乏对智慧的挑战。学生学习起来觉得枯燥、乏味,没有激情,更别谈自主、高效了。在小学数学课堂教学中,教师应该如何营造出一个和谐的课堂气氛并引导学生自主高效的学习呢? “Not as good as those who know, those who know better than those who are well known. ” Very vivid, vividly illustrates the role of emotional factors in learning. However, traditional mathematics classrooms classify the complex and dynamic teaching process into the special recognition activities of “comprehending and re-practicing”, which leads to the mathematic classroom becoming mechanical, dull and programmatic, lack of vitality and fun, Lack of challenge to wisdom. Students feel boring to learn, boring, no passion, let alone autonomy, efficient. In primary school mathematics classroom teaching, teachers should create a harmonious classroom atmosphere and guide students to autonomy and efficient learning?