Teachers should, according to teaching practice, let students connect what they have learned with the surrounding living environment, help them form knowledge and skills, and feel the extensive application of mathematics. 2. Collect application cases to deepen students' understanding and experience of mathematics application. With the rapid development of science and technology, the development of mathematics involves more and more fields. High definition multimedia series, aerospace engineering, clinical medicine, market survey and forecast, meteorology ... all reflect the extensive application of mathematics. Let students collect this information, which can not only help students understand the development of mathematics, appreciate the value of mathematics, stimulate students' courage and confidence in learning mathematics well, but also help students understand the application process of mathematics knowledge. For example, in the teaching of preliminary understanding of statistics, students collect their own water consumption for several months, and through the process of collecting, describing and analyzing data (population, the elderly, children, etc. ), they get the judgment of whether their water consumption is reasonable or not, and make decisions on future water consumption. It not only permeates environmental education, but also makes students feel the application of mathematical knowledge. 3. Guide students to discover math problems from their daily lives: Rogers thinks: "If students want to devote themselves to learning activities, they must face their personal meaningful or related problems. But our education is trying to isolate students from all the realities of life, which constitutes an obstacle to meaningful learning. However, in order for students to become free and responsible individuals, they must be directly faced with various practical problems. " There are a lot of math problems in daily life. It is particularly important to analyze and solve some simple problems combined with mathematics content, which is especially important for cultivating students' awareness of mathematical application and mathematical concepts from an early age and promoting students' further understanding of what they have learned. For example, after the third-grade students know the circumference of a rectangle, I do this: let three or four students work as a group and measure the length and width of rectangles such as door frames, window frames and picture frames in the classroom.

And design how much materials are needed to make these items. It is best to indicate the unit price of each different material, and let them calculate what kind of material to choose and what kind of scheme to use, which is both economical and practical and meets the needs. 4. Instruct students to discover mathematical problems from the inside of mathematics: mathematics is full of all kinds of problems. Although many problems have been solved through the efforts of predecessors for many years, students' learning, as a process of re-creation, still has a process of constantly exploring and solving new problems. In mathematics, the problem that students are most exposed to is problem-solving exercise, which is a special form of problem-solving. Teachers can guide students to correctly understand the problem from the perspective of the problem, make clear the known conditions and the goals to be achieved, make reasonable assumptions, seek possible ways to achieve the goals, and determine the optimal solution. It is necessary for students to form habits and skills and transfer them to other aspects, so that they have the consciousness of solving problems and improve their thinking level. For example, calculate 12345+23456. This is a multi-digit addition. After the students calculate, the teacher can change the form of the topic and write the topic "Cross+Road = Danger, given O = 2 and S = 3, how many other letters represent (different letters represent different numbers)". This obviously creates a situation for students to solve problems. Because it is an unprecedented problem for them to solve the addition of two addends by letters, and students should not only have the knowledge of addition, but also have the ability of hypothesis and reasoning when solving this problem. 5. Guide students to solve math problems with real life: primary school students can solve some simple practical problems through classroom learning, but these practical problems have been dealt with by mathematics, and all kinds of situations and problems are obvious. However, the problems in real life are not so easy. Therefore, it is necessary to contact with real life, start with the doubts and contradictions that students encounter, and lead to the actual problems or situations of new knowledge.