In the recent communication with teachers, I talked more about the teaching of primary school mathematics concepts, listened to the "voices" of some teachers, and recorded the puzzles and problems of front-line teachers in primary school mathematics teaching. Among the teachers, many talked about the embarrassment and confusion of "concept teaching". It has become an important task to study concept teaching and improve its efficiency. Let's take the teaching of the concept of number as an example to discuss and explain the concept teaching. First, the investigation of the misunderstanding of concept teaching found that the current concept teaching mainly has the following misunderstandings. 1. Ignore the formation of the concept. Teachers often tell the story of a new concept, let students remember it, and then consolidate it through a lot of practice. This often seems that students have a good grasp, but their understanding is not deep and they can't use it flexibly. For example, some students can recite the meaning of the score word for word, but they can't explain why they can add or subtract the score with the denominator, just add or subtract the numerator and keep the denominator unchanged. Such a student, even if he can calculate the addition and subtraction of scores with the same denominator, is just painting a tiger according to a cat, knowing why but not why. 2. Ignore the connection between concepts. Every concept of numbers does not exist in isolation, and teachers must treat them in a system in order to organize teaching. But in actual teaching, some teachers ignore this point. Teaching many closely related concepts in isolation and piecemeal, like scattered beads, remains in students' minds scattered and isolated. Without stringing beads into necklaces, the concept is not systematic and will not help students form a good cognitive structure. 3. Ignore the flexible use of concepts. Teachers do not actively create some conditions for students to use flexibly when solving practical problems, and some students are often helpless when faced with variant or comprehensive problems. 4. Ignore the psychological process of students mastering concepts. The teaching of number concept must be suitable for students' psychological process of mastering number concept, which generally has two forms: concept formation and concept assimilation. Therefore, in the teaching design and implementation of the concept of number, it should be based on this. However, in actual teaching, many classrooms ignore the psychological process of students mastering the concept of numbers, simplifying or omitting this process. In this way, teaching is based on the low-level teaching of "knowledge transfer" and "concept memory". The proportion of various phenomena in the above-mentioned misunderstandings in concept teaching is as follows: Second, the solution strategy combined with my research and teaching practice in concept teaching, I think that to solve the above problems, we can pay attention and try from the following angles. 1. Attach importance to knowledge network-let the preparation of concept teaching be based on in-depth learning materials. Mathematics teaching naturally attracts students with the charm of mathematics content itself. Excavating the core of teaching content and grasping the essence of teaching content become the premise and foundation of effective lesson preparation, and also the solid foundation of effective class. Take the lesson "The Meaning of Fractions" as an example. Before designing this class, I studied the textbook carefully, fully grasped the "horizontal" and "vertical" connection between knowledge, and found a solid foundation for the teaching of this class. Vertically, this course is taught on the basis of students' initial understanding of fractions, and it is also the basis for students to further learn the basic properties of fractions, approximate fractions, general fractions and even the addition and subtraction of fractions, which plays a key role in connecting the past with the future. From a horizontal perspective, the understanding of fractions and decimals is intertwined with the understanding of calculation and percentage. I got a preliminary understanding of fractions in the last semester of grade three, and I began to understand decimals in the next semester, which is inseparable from the fact that decimals are a special form of fractions. At the same time, on the basis of fully understanding the score, we can understand the percentage, which is also inseparable from the relationship between the score and the percentage (that is, the percentage is a special form of the score). In this sense, the significance of teaching fractions well is not only the supplement and improvement of decimal comprehension, but also the basis of percentage teaching. On the basis of grasping the above-mentioned vertical and horizontal relations, a series of inquiry activities are designed around the core content of unit "1" and the understanding of the meaning of fractions, so as to cultivate students' sense of numbers and develop their abilities of observation, comparison, generalization and abstract thinking. Grasping the context of knowledge and finding the root of teaching content provide a solid foundation for effective teaching design. 2. Strengthen concept comparison-promote students to grasp the essence of concepts deeply. Educational psychology points out that there are four ways to help students sum up knowledge effectively: one is the cooperation of positive examples and counterexamples; The second is to provide variants; The third is scientific comparison; The fourth is to inspire students to consciously sum up. As one of the important methods, scientific comparison plays an important role in students' knowledge generalization. Only through comparison can we abstract and generalize in time and truly grasp the essence and laws of things. In the teaching of this course, I pay special attention to this point, seize the opportunity, guide students to gradually clarify their understanding in comparison, deepen their understanding, and give full play to the important role of comparative method in the teaching of number understanding. Especially in the comparison of "quantity" and "rate", students' knowledge and understanding are deepened. The understanding of "quantity" and "rate" is one of the key points in the design of this course. How to correctly understand the relationship between the two is difficult to say clearly only by words, and we must rely on certain real situations, that is, real materials. In teaching, with the help of the materials generated in the classroom, ask questions in time: Why does the answer to the question of dividing apples in front have the company name, but the result of dividing apples in the back has no company name? One sentence inspires students to discover secrets, feel the difference between "quantity" and "rate", and lay the foundation for learning to solve problems with fractions in the future. 3. Ingeniously design challenging questions-arouse students' understanding of concepts. Bruner believes: "Asking students challenging questions can guide them to develop their wisdom." Degamer also advocates that "asking well is teaching well". As a teaching form widely used in classroom teaching, classroom questioning plays an important role in promoting students' thinking, stimulating their desire for knowledge and developing their thinking ability. In my opinion, skillfully setting challenging questions around the teaching focus can not only stimulate students' desire to explore, but also lay the foundation for students' in-depth study. After getting the basic inquiry materials, I designed two challenging questions in succession. One is: "Why did everyone get half of the apples after they were distributed equally to two students just now?" The other is: "Why does the answer to the question of dividing apples always have the company name, but the result of dividing apples later has no company name?" Every question will stimulate the spark of students' thinking and urge them to gradually understand the core content on the basis of in-depth thinking.