First, deeply understand the students' learning situation, thoroughly understand the design intention of the textbook, and prepare the practice class according to the procedure. After the new class is over, teachers should go deep into the students and understand their learning situation. They should be clear about each student's difficulties, unfamiliar points, confusing points and mistakes. Combined with the requirements of curriculum standards for knowledge and skill objectives and process objectives, they should find out what problems should be solved in practical classes and what are the key points and difficulties in practice. On this basis, prepare lessons carefully: how to review and consolidate basic knowledge; How to deepen the practice of key knowledge; How to enlighten difficult points, how to strengthen targeted exercises for confusing and error-prone points, how to expand the training of knowledge connection and regeneration points, and how to guide students to use knowledge flexibly to solve problems should be reflected in lesson preparation through the practice of typical examples.

For example; In the practice class of "Fractional Application Problem", it is the foundation and key to guide students to understand the practical significance of the fraction in the problem, analyze the quantitative relationship in the problem and solve the problem in their own way. Therefore, in the training of basic training, I designed three questions, namely, "Find the quantity of unit 1 in the question, list the quantitative relationship in the question, and look at the line graph", all of which are basic knowledge exercises. Through these three different forms of exercises, students can review and consolidate new knowledge, and lay the foundation for the second link of the exercise class: "guided exercise".

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In the second exercise, I designed two exercises of "asking questions according to the formula of the problem and asking questions according to the known formula", which achieved the goal of practicing more than one question, helped students understand arithmetic and master algorithms, made students understand the confusing and error-prone points in comparative exercises, and improved their ability to understand, analyze and solve problems flexibly.

The third part of the exercise: "comprehensive training", the exercise should take care of students of different levels. The design of the topic reflects the hierarchy and gradient, so that students at different levels are willing to learn, learn well and learn well. There are not only basic questions that meet the needs of students with learning difficulties, but also variant questions and comprehensive questions that meet the needs of top students.

In short, in the practice class, we should prepare the practice class around the curriculum standards and teaching materials, combine the new teaching situation and students' learning reality, emphasize the cultivation of ability and teach students in accordance with their aptitude. We should not only pay attention to the difficulty of knowledge, but also take care of different levels of learning needs.

Second, we should attach importance to the guidance of learning law, give full play to students' autonomy, and guide students to explore independently. Practice class should be practiced on basic points, knowledge growth points, difficulties and methods. Judging from the structure of practice class, basic practice is an intensive practice around the basic knowledge of new knowledge. Teachers can completely let go, let students practice independently, and only give counseling to individual students with learning difficulties; Guiding exercises are aimed at the key points of knowledge, the points that students are easy to confuse and the points that are easy to make mistakes. To guide students to explore independently, discover laws, understand and analyze, teachers only focus on explaining and guiding problem-solving ideas, thus consolidating students' new knowledge, identifying confusing points and improving their ability. Comprehensive practice is a training to test the effect of practice and lead students to solve problems comprehensively. After students practice independently at different levels, teachers should give induction and explanation, give guidance on learning methods, let students use what they have learned flexibly and properly to solve problems, and let students understand and master the basic methods to solve problems.

For example, in the practice class of mathematical multi-digit multiplication and division in the third grade of primary school, I designed such a question to guide students to learn the method:

Wang Qiang miscalculated 17× (□-9), so the calculation result was different from the original ().

Because the third-grade pupils haven't learned the multiplication distribution rate yet, there are no specific figures in the problem, which can't be calculated directly, which brings great difficulties to solving the problem. I guide students to explore with hypothetical methods. I assume that the number in the question "□" can be calculated separately and the answer can be obtained. The students assumed different numbers, studied them and got the same result. Not only can students solve problems correctly, but also can students experience the methods and skills of solving problems with hypothesis method.