1. It is an important way to improve students' application ability to let students experience the process of applying mathematics and realize the application value of mathematics. Starting from the real life that students are familiar with, concrete practical problems are abstracted into mathematical problems, and then applied to new realistic problem situations, so that students can experience the application process of mathematics and deepen their understanding of mathematical knowledge.

For example, the problem of "Folding an uncovered cuboid with square paper to maximize its volume" in the first volume of the seventh grade of Beijing Normal University Edition begins with the familiar origami activities of students, and through operation, analysis and communication, the algebraic expression of the problem is formed. Then by collecting relevant data and summarizing different data, the relationship between volume change and side length change is guessed; Then through activities such as communication verification, the answer to the question is obtained, and finally the process of solving is reflected. In this process, students realize the connection of all aspects of knowledge, find problems, analyze problems from the perspective of mathematics, explore the process of solving problems, and let students experience the application value of mathematical knowledge. In this process, teachers should not take it all out, and at the same time guide students to explore more similar practical problems and related backgrounds in combination with what they have learned, so as to improve students' comprehensive application ability of knowledge.

2. Guide students to understand things from a mathematical perspective and cultivate their ability to ask questions. To improve students' ability to solve problems, we should first describe the real world from the perspective of mathematics, find out the factors related to mathematics, explore the laws, and then ask questions, find problems and seek solutions from the perspective of mathematics.

For another example, after learning the function once, students can be encouraged to ask some questions related to taxis from a mathematical point of view, such as the fare is related to driving distance, waiting time and starting price; Fuel consumption is related to driving distance. , and put forward their different opinions, and finally solve the problem together. This can expand students' thinking and deepen their understanding of what they have learned.

3, through the collection of examples of mathematical application, deepen the understanding and experience of mathematical application.

In the teaching process, teachers can collect relevant materials and introduce them to students themselves, and they can also encourage students to collect specific cases of mathematical knowledge application through various channels and communicate with each other. For example, when studying "Cutting a Geometry" in the first volume of seventh grade mathematics, an important instrument "CT" in medical diagnosis was introduced to students, which used an instrument and method similar to "Cutting a Geometry". After learning the concepts of mode, median, average and frequency in statistics, teachers can arrange students to investigate and collect the temperature change data of this city last year in a planned way, which requires students to collect data themselves, sort out and analyze the monthly temperature data of last year, draw line charts and frequency distribution tables, analyze and express the data in statistical charts, and finally report and exchange.