"New Curriculum Standard" points out: "Teaching activities should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation, so as to gain rich experience in mathematical activities. Students are the masters of learning, and teachers are the organizers, guides and collaborators of mathematics learning. "Therefore, teachers should pay attention to the use of learning tools in teaching and improve the efficiency of classroom teaching. In the past, teachers paid more attention to intuitive demonstrations in lectures than to the operation of learning tools. However, there is a difference between intuitive demonstration and the operation of learning tools. The operator of the intuitive demonstration is the teacher, and the students are just bystanders, passively accepting learning. The operator of the learning tool is a student, so everyone can do it, participate in it and learn actively. The teacher just played the role of a mentor. In order to make good use of learning tools in teaching, we must master the skills and opportunities of using learning tools and be familiar with the matters needing attention, so as to give full play to the leading role of teachers and the main role of students, stimulate students' interest in learning, effectively organize, manage and standardize teaching activities and improve teaching quality.

First, the skills of using school tools

1. Use learning tools in review preparation

The purpose of reviewing and preparing for the exam is to form the necessary knowledge base for learning new knowledge through recalling and processing knowledge. Using learning tools in review preparation can enable students to obtain perceptual concrete materials in person and make necessary preparations for students to learn more abstract and difficult knowledge.

(1) bedding operation. The so-called foreshadowing homework refers to the homework that allows students to learn new knowledge. Mathematical knowledge has a strong logic, and the mathematical knowledge learned by primary school students is spiraling up. So a lot of knowledge is closely related. When students learn new knowledge, they often need to use related old knowledge as knowledge base. In preparing for the exam, students can have a good knowledge base and operational skills by operating learning tools, so as to pave the way for learning new knowledge.

(2) Getting started. The so-called introductory operation refers to the operation in which students find new problems in their hands, thus leading to new knowledge. It is not only a way to operate learning tools, but also a way to introduce new knowledge. As the old saying goes, "thinking comes from doubt", which means that when there is doubt, it will lead to thinking. Lead-in operation can guide students to find the source of thinking, encourage students to actively think about ways to solve problems, and cultivate students' good qualities of being good at finding problems and being brave in solving problems.

2. Use learning tools to understand new knowledge

The understanding of knowledge is inseparable from perceptual knowledge. On the basis of perceptual knowledge, students must abstract the essential characteristics of things or sum up some laws with the help of appearances. Using learning tools in understanding new knowledge can help students build a bridge between image thinking and abstract thinking, and let students learn actively and happily in different situations created by teachers.

(1) divergence operation. Divergent operation refers to the operation with different operation methods but the same result. In other words, students' operation is not limited by thinking, and they operate according to their own thoughts, so that students' inner mental intellectual activities can be fully reflected and their thinking ability can be developed to the maximum extent.

(2) Confirmatory operation. The so-called verification operation refers to the operation that students use learning tools to verify whether the proposed hypothesis is correct. The hypothesis put forward by students is essentially a guess, and encouraging students to guess is a teaching method advocated in today's teaching. The success of every scientific experiment is achieved through bold speculation and practice. Cultivating students' courage to guess and practice is the need of today's society and the need of students' psychological development. Therefore, it is necessary to create conditions in time for students to guess and practice in teaching.

3. Use learning tools in consolidation exercises

The purpose of consolidation exercises is to help students grasp what they have learned firmly on the basis of understanding. Students have learned a lot of book knowledge in a short time, which needs to be consolidated in time to prevent forgetting and contribute to the accumulation and deepening of knowledge. The consolidation of knowledge is the basis for students to learn new knowledge smoothly, and it is also the premise for students to use knowledge flexibly in practice. Using learning tools in consolidation exercises can increase students' freshness, avoid fatigue caused by monotonous repetition of brain cells and maintain students' enthusiasm for learning. It can be said that consolidating exercises with learning tools is an effective practice method.

(1) Imitate operation. The so-called imitation operation refers to the operation that students imitate when learning new knowledge. Imitation practice is the first stage of knowledge consolidation and an effective form of practice to help students understand and master new knowledge.

For example, after learning the Basic Understanding of Division, students are required to take out eight flowers in practice and divide them into two parts on average to see how much each part is. This not only consolidates the method of average score, but also deepens students' understanding of division and achieves the expected effect. Then let the students take out 12 flowers and divide them into several equal parts at will. See how much each part is and list the formulas. In this way, students can develop into imitations with certain thinking value on the basis of simple imitation, which creates good conditions for students to use knowledge flexibly. Because the form of exercise conforms to the active characteristics of students, students can still maintain good attention despite studying for a long time, which is inseparable from the application of learning tools.

(2) Application operation. The so-called application operation means that students apply what they have learned and operational skills to practical operation. The purpose of learning knowledge is not simply to accumulate, but to learn to apply it. Mathematics knowledge comes from life, so after learning the knowledge in books, we should return to life to solve practical problems. This can not only consolidate the knowledge learned, but also cultivate students' interest in learning mathematics and cultivate their practical ability and problem-solving ability.

For example, after learning the area of a long cube, in practice, ask students to calculate the surface area and lateral area of materials needed to make different objects in groups, such as the trademark paper of chalk boxes and cans; Rectangular glass drawing area, cubic medicine box, classroom door (with glass), etc. Some of these objects are cuboids, some are cubes, some need to count six faces, some need to count five faces, and some need to deduct part of the area from the area of six faces. Through practical measurement and calculation, students can use what they have learned to solve practical problems in life, consolidate what they have learned and cultivate their ability to solve practical problems by using what they have learned. At the same time, it also makes students feel that learning mathematics knowledge is useful and stimulates students' emotion of learning mathematics.

Second, the opportunity to use school tools.

① It is better to operate in the teaching of initial concepts. For example, when teaching straight lines, rays and line segments.

② It is better to operate when distinguishing some confusing concepts. For example, when teaching divisibility and division.

③ It is better to understand some difficult knowledge and key definitions. There are many such difficult knowledge and key definitions, such as the significance of teaching scores.

(4) It is more operable when deriving some abstract formulas, rules and definitions. For example, when teaching multiplication distribution ratio.

⑤ It is better to operate in application problem teaching. For example, when teaching "meeting questions".

⑥ It is best to do graphic comparison. For example, when teaching rectangles and squares.

⑦ It is more operable when teaching different forms of basic laws. For example, when teaching other forms of trapezoid area formula.

⑧ It is best to operate when students are psychologically tired.

Three. Matters needing attention in using school tools

(1) Operation should have a clear purpose, and don't operate for the sake of operation. We should choose the operation content according to the difficulty of the teaching content, and we should not make it a formalism of open operation and topic operation, which will lead to the consumption of teaching time, the low interest of students and the failure to improve their ability.

(2) according to the students' acceptance, strengthen the operation of learning tools in the key, difficult and key points of knowledge.

Teachers should teach students the correct operation methods.

④ Operation should be combined with students' expression.

In order to make students behave better, students should use teaching AIDS or learning tools to perform on the physical projection. In order to show it in all directions, the candidates for the performance should have two or three levels of student representatives. In this way, on the one hand, students can see the gap between themselves and make up for their own shortcomings; On the other hand, it also enables teachers to find out where the knowledge defects of students at all levels are and fill them in time.

⑥ Teachers should boldly affirm students' correct behaviors, actively encourage them, and stimulate their self-confidence and self-improvement.

In a word, more and more people begin to pay attention to the teaching of learning tools, and have made quite gratifying achievements in this respect. With the deepening of the theory of learning tools, the skills of operating learning tools have been mastered by the majority of teachers, and the development of learning tools has been strengthened. Learning tools teaching will certainly serve primary school mathematics better and contribute to the implementation and implementation of quality education.