Education is a social activity to cultivate people. Education must care about the development of all children, and the school's responsibility is to create learning conditions so that every student can reach the highest possible learning level. Therefore, in teaching, teachers can't teach without teaching AIDS; Students' learning is also inseparable from school tools. In this paper, I will talk about the role of using primary school mathematics learning tools to improve the efficiency of primary school mathematics classroom teaching.

First, learning tools can promote the formation of students' mathematical concepts.

As the saying goes, "Seeing is believing." Hands-on operation is the foundation and source of thinking and a good way for students to acquire knowledge actively. However, due to their age and psychological characteristics, primary school students have short attention time and poor endurance, and are easily attracted by new things, curious and active. Therefore, primary school mathematics teaching must proceed from these characteristics of students, use learning tools appropriately, and combine hands-on, brains and verbal communication. Psychological research shows that children's cognitive law is "perception-representation-concept", and operational learning tools conform to this law, which can change students into active learning, fully mobilize students' various senses to participate in teaching activities, perceive a large number of intuitive things, gain perceptual knowledge, form a representation of knowledge, and induce students to actively explore and summarize the essential characteristics of things from the representation of things, thus forming a scientific concept.

Second, learning helps students understand mathematical operations.

Mathematics is a science that studies quantitative relations and spatial forms in the objective world. Quantitative relationship and spatial form permeate and transform each other in mathematics. Mathematician Hua pointed out: "A small number is not very intuitive, and a small number is difficult to be nuanced." This requires that when learning mathematical problems, we should combine the knowledge of numbers and shapes to guide students to think abstractly with numbers and think figuratively with shapes. Through the operation of learning tools, this process can be promoted. For example: 16 cookies, distributed to 5 people on average, how many cookies each? How many pieces are left? It is difficult for students to understand that there are endless points on average. How to break through this difficulty? You can use the method of swinging a stick to make students realize that there are 5 people on average, each with 3 pieces, and the rest is 1 piece. By putting a stick in the experience, let students feel it, let students combine the number and shape of hands-on activities, and then gradually transition to the thinking of numbers after concrete thinking in operation, which can not only help students understand arithmetic deeply, but also promote the coordinated development of students' thinking in images and logical thinking.

Thirdly, learning helps to promote the development of students' subjective consciousness.

1. The use of learning tools can encourage students to discover and understand abstract mathematical knowledge and cultivate students' exploration ability.

Exploration is the spiritual condition for human beings to understand the objective world. Practice shows that contemporary primary school students have a wide range of knowledge and certain life experience because they are in the information age. Under the guidance of teachers, they discover, understand and master some mathematical knowledge through trial and exploration, thus cultivating students' spirit of diligent thinking and courage to explore. For example, knowing a figure-dividing a figure into at least several triangles is abstract, so that students can start with the stick and think while operating, and realize that four sides can be divided into at least two triangles, pentagons can be divided into at least three triangles, and hexagons can be divided into at least four triangles. This kind of teaching makes students easy to understand through operation, and also cultivates students' inquiry ability.

2. The use of learning tools has changed the situation of teacher-centered and one-way indoctrination caused by teacher-student interaction.

Teaching is a special cognitive process, and bilateral activities between teachers and students are one of the manifestations of the particularity of this cognitive activity. The Ministry of Education's "Preliminary Ideas on the Development of Mathematics Curriculum in China" points out that we should strive to achieve democracy and equality in the relationship between teachers and students through the reform of mathematics teaching, reform the "injection" teaching mode in which teachers only talk and students listen, and provide opportunities for children to observe, operate, experiment and think independently. Through the discussion and communication of learners, we can further summarize and verify, form mathematical conclusions, and let children gain more experience in mathematical activities. Through the operation of learning tools, strengthen the interaction between teachers and students and between students, so that students can boldly ask questions and questions, make problem-solving plans, and choose appropriate thinking directions and strategies. Through the use of these thinking modes and strategies, the contradiction between new knowledge and existing knowledge and experience, the contradiction between teachers' explanation and conscious understanding, and the contradiction arising from students' different understanding levels of new knowledge are constantly solved, which reflects the students' dominant position in the teaching process.

Fourth, learning is helpful to the infiltration of mathematical thinking methods.

In primary school mathematics teaching, making full use of learning tools is helpful to strengthen the infiltration of mathematical thinking methods. Let them operate by themselves, and through visual and tactile stimulation, use vivid and concrete perceptual materials to act on the brain to form representations and achieve the purpose of solving problems. Some topics are abstract to students, and if they are instilled by teachers, they are likely to stifle students' enthusiasm for learning. Let's start with a simple pendulum and do some calculations. In the process of hands-on operation, the problem has been solved, and students with assembly problems have a preliminary understanding. This turns abstraction into intuition, enriches students' perceptual knowledge, slowly improves students' abstract thinking ability and strengthens the infiltration of mathematical thinking methods, which is an important part of highlighting the essence of mathematics and improving mathematical ability. For example, the thinking method of combining numbers and shapes, the thinking of transformation, the thinking of correspondence and combination, the awareness of estimation and the basic thinking methods of analysis, synthesis, transformation, induction and analogy are all indispensable golden keys to developing students' mathematical thinking ability and improving their mathematical quality. In primary school mathematics teaching, making full use of learning tools is helpful to strengthen the infiltration of mathematical thinking methods. For example, when teaching "as much", let the students put five red flowers first, and then let the students put them in order one by one, which permeates the mathematical thought of one-to-one correspondence.

"Mathematics Curriculum Standards" also points out: "Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. " Children's wisdom is within reach, allowing students to form accurate representations through various computing activities, analysis and thinking, and experience mathematics and explore laws in practice. With the help of the advantages of learning tools, students' inner perception of knowledge is promoted, and their cognitive structure is constantly improved, so that their practical ability and imagination ability are fully developed, mathematical thinking methods are strongly infiltrated, and good scientific literacy is formed.

Fifth, learning tools can improve students' interest in learning.

The connotation of students' psychological development includes many aspects, including the development of mathematical knowledge and ability, and the development of mathematical emotions (interest, self-confidence, mathematical outlook, etc.). ) The development of these two aspects goes hand in hand and promotes each other, but we didn't pay enough attention to the latter in the past. We must regard mathematical emotion as an independent goal and treat it equally with the cultivation of mathematical knowledge and ability. Therefore, attention should be paid to stimulating students' interest in learning in classroom teaching. There are many ways to stimulate and cultivate students' interest in learning. Among them, creating operating situations for students and strengthening students' hands-on activities with learning tools can not only make students in the main position of learning, but also conform to the age and thinking characteristics of primary school students. The thinking of primary school students is in the development stage of concrete images, and primary school students have the characteristics of playing and moving thinking. Creating reasonable and timely hands-on activities and providing students with opportunities for activities will make learning natural, relaxed and efficient.

Attach importance to students' learning tools operation in teaching, provide students with more hands-on opportunities, guide students to actively participate in exploration with the help of learning tools operation, activate students' thinking, make students become masters of classroom and learning, and improve classroom teaching efficiency.