《数学课程标准》提出:不同的人在数学上得到不同的发展。显然,新的课程理念更加注重人的发展。小学生由于年龄较小,自我控制力较差,很多时候理智是受情绪左右的,具体表现在不认真听,做小动作等。既然我们很难改变学生的这种年龄特征,为什么我们不能从其他途径寻求更多的办法呢?如提高自身的魅力,改变常用的教学方法,设计出更多符合学生需求的教学过程等。马斯洛把人的需求分成生理需求、安全需求、社交需求、尊重需求和自我实现需求五类,依次由较低层次到较高层次排列。如果说教师在设计 The Mathematics Curriculum Standard states that different people get different developments in mathematics. Obviously, the new curriculum concept pays more attention to human development. Pupils due to their younger age, self-control is poor, in many cases, the reason is about emotions, specifically in not listening carefully, doing tricks and so on. Since it is difficult for us to change the characteristics of our students in this age, why can not we look for other ways from other sources such as enhancing our own charisma, changing common teaching methods and designing more teaching procedures to meet the needs of our students? Maslow divides people’s needs into five categories: physiological needs, security needs, social needs, respect for needs and self-actualization needs, which in turn are arranged from the lower level to the higher level. If teachers are designing