1. Attach importance to intuitive analysis. Relying on "perception" is inseparable from the participation and support of intuition, which is an important feature of primary school students' thinking. All primary school mathematics textbooks provide rich, vivid, concrete and intuitive contents. From the first learning stage, teachers should guide students to use intuition to analyze, understand and reveal the characteristics, conditions, laws, properties and their relationships of mathematical problems. Commonly used intuitive analysis methods are: ① graphic analysis method. For pupils with weak abstract thinking ability, it is an effective method to intuitively reflect the analysis process with the help of graphics. Teachers should gradually improve students' ability to use graphics for analysis. They can teach students to understand graphics first, then guide them to analyze simple problems with graphics, and then analyze more complex or comprehensive problems, so that students can feel the value of graphic analysis. (2) intuitive presentation conditions or elements. Teachers can guide students to master the relationship of each component according to the specific characteristics of mathematical problems, and extract and arrange conditions or elements selectively and regularly, so as to provide intuitive analysis materials for solving mathematical problems.

2. Strengthen classification guidance. Different analysis types determine different analysis characteristics and requirements. In the process of guiding students' analysis, we should pay attention to presenting and highlighting the essence of mathematics, and strengthen the classification guidance in a targeted manner: element analysis should be meticulous, so that students can read carefully, observe carefully and fully perceive the characteristics of the analyzed object; Relationship analysis should be in-depth, guiding students to deeply understand and deeply analyze the relationship between quantity and quantity; Organizational analysis should be thorough, and students should have a further understanding, experience and understanding of the structure and organizational characteristics of mathematical information on the basis of element and relationship analysis. It should be pointed out that the analysis of elements, relationships and organizations is not independent and separated from each other, but an organic whole that is interrelated, interactive and mutually reinforcing. In the process of guiding students to analyze, teachers should grasp the relationship between them.

3. Teach students to analyze strategies. Strategy is an advanced information processing method, which provides guidance for analyzing problems and makes the analysis process more economical and reasonable. Therefore, it is necessary and possible for students to gain more meaningful practical experience, understand and adjust their own analysis process more objectively, and master some reasonable and effective analysis strategies in order to make the analysis move forward smoothly and deepen continuously.

4. Pay attention to the cultivation of students' comprehensive ability. Synthesis and analysis are closely related and interdependent. To improve comprehensive ability, we should cultivate students' observation ability and comparison ability. For example, by comparing the similarities and differences between the two sides of (a+b)c=ac+bc, we can explain why the equation has only 1 C on the left and two Cs on the right, which can deepen our understanding of multiplication and division. Observation and comparison are important means for meaningful analysis. Without observation or low observation level, it is difficult to find the constituent elements and relationship characteristics of mathematical materials. Being unable or not good at comparison will affect the grasp of relationship characteristics and organizational awareness.

5. Guide students to summarize and analyze experience. Experiential thinking is a characteristic of rational analysis of primary school students. Teachers should respect students' existing knowledge base and life background, and fully mobilize students' existing experience to support mathematical analysis. In the process of analysis, students should be guided to accumulate relevant experience, such as what mistakes were made in analyzing a certain problem, where are the reasons, and how to analyze the success in the end. After the analysis, students should be guided to summarize, reflect and improve the analysis process.