First, introduce stories to cultivate students' interest in learning. When preparing lessons, I feel that if I import them according to the arrangement of the teaching materials, it will be a bit boring and it is not easy to stimulate students' interest in learning. To this end, I designed a story of two generations of love, and asked two generations of love to divide the land for his three sons. The result seems unfair, but it is actually the same. And let students be judges to evaluate, so that students' interest in learning mathematics will inevitably increase and their enthusiasm for learning will be unprecedented. At the same time, I put this suspense aside for the time being, and when students understand and master the basic nature of scores, they will suddenly be at a loss. It turns out that the three sons actually got the same amount of land, but the average score was different, and the number of shares represented was different, but the size was equal, and no one suffered. This design not only makes the teaching structure more complete and consistent, but also improves students' ability to understand and apply the basic properties of fractions to solve practical problems.

Second, give full play to collective advantages and cultivate students' cooperative ability. In order to effectively solve the phenomenon of "a few students compete for the table and most students accompany them" in teaching, I also introduce the form of group cooperative learning to improve students' initiative in learning, so that students can form good interpersonal relationships while acquiring mathematical knowledge and promote their all-round development. To this end, when observing the law of equal change, I let the students fully discuss it. Everyone said a word to me, bit by bit, and gradually found that from left to right, the numerator and denominator of the score were multiplied by 2, 4 and 8 respectively, while the size of the score remained unchanged. As a result, the basic properties of music score are gradually introduced. In addition, when the story is introduced, I also fully let the students discuss it to see if the three sons have suffered. It enlivens the classroom atmosphere, improves students' interest in learning mathematics, and achieves good teaching results.

Third, carefully design exercises to improve students' problem-solving ability. Doing problems is the most important aspect in mathematics teaching. However, traditional teaching teachers often carry out so-called naval battles, which make students do it over and over again, which not only makes students very tired, but also makes them very afraid, killing their enthusiasm for learning. Therefore, how to make students willing to do, willing to do, and at the same time achieve the teaching objectives and improve students' comprehensive ability in mathematics is an important topic before us. To this end, when teaching the basic nature of fractions, I also carefully designed exercises. The first is the diversity of problems. In the exercise, I arranged some fill-in-the-blank questions according to the basic nature of the score, and also arranged some questions of judgment, oral answer and drawing, requiring students to change the score to a score with a denominator of 30 without changing the size of the score. The richness of questions not only improves students' interest in learning, but also enables students to better understand and apply the basic properties of scores to solve practical problems. Secondly, the difficulty of practice. Math problems often appear that some students can't eat, while some students don't have enough to eat. To this end, in addition to basic exercises, I also gradually deepen the difficulty and improve students' thinking ability, such as numerator plus 10, how much denominator to keep the score unchanged? With the deepening of the difficulty, students' thinking ability and problem-solving ability have been obviously improved, and the work of cultivating excellent students and making up the difference has been really implemented.

In short, learning is endless. In the future teaching, I will study the teaching materials harder, design teaching methods, and strive to achieve the ideal teaching effect in every math class.