The new textbook sets a lot of learning content into problem situations. For example, when teaching oral arithmetic multiplication, the teacher talks before class, creating a problem situation: Mingming's family moved to a new house, and he and his father went shopping in the mall on Sunday. They buy bowls first, and each 2 yuan pays money. How much does it cost to buy 12? We also need to buy three tablecloths, each 15 yuan. how much is it? Can you help them solve it? Here, a calculation problem is put into the familiar life scene of students, which greatly improves students' enthusiasm, enhances their desire for learning, and at the same time makes students understand that mathematics knowledge is not empty, it is real and always around us. This situation not only makes students have a pleasant emotional experience, but also makes students feel that calculation can be lively and interesting.

(2) Creating interesting fairy tale situations

Bruner said: "The best stimulus for learning is interest in the materials you have learned." For example, when teaching "Understanding of Objects", take the story of robots taking us to the graphic kingdom as the foreshadowing, learn cubes, cuboids, spheres, columns and other graphics, and make their own learning tools for students to touch, roll and build, so as to perceive the characteristics of various graphics.

(3) Tell interesting stories

Students like to do interesting things, help others and listen to short stories since childhood. For example, when learning the area of a circle, a story is introduced: Wang Erxiao went to herd sheep, and he took the lamb into the wild. The scenery in the wild is really beautiful. The second boy tied the lamb to a grassy place and fell asleep on the grass. Guess what will happen when he wakes up? Lead the students to say that the sheep ate a round grass with the radius of the rope tied to it. Meanwhile, how much grass did the lamb eat? Ask the students to help the second primary school do math. The short story attracted the students' attention to the designed topic, and the helpful child was very willing to accept it, and carefully helped the second child calculate the area of grass eaten by the lamb. In this way, we not only learned knowledge, but also carried out moral education.

For primary school students, teachers must provide students with practical opportunities to operate things and learn tools. If teachers can sum up the teaching rules with nursery rhymes, they will try their best to write their favorite nursery rhymes for students. If the textbook is suitable for telling fairy tales together, the teacher will try his best to bring students into happy math fairy tales and stories. Let the students take an active part in mathematics activities with children's songs, stories, riddles and humorous language, and participate in mathematics activities happily. However, all interesting designs should closely follow the teaching content, create a happy teaching situation and serve the optimization of teaching.