Mathematics comes from life and is widely used in life. Life-oriented mathematics knowledge is to communicate the relationship between "mathematics and real life" by restoring the rough mathematics knowledge divorced from students' reality in mathematics textbooks and taking it from students' life practice. In teaching, it is necessary to create learning situations that are closely related to students' living environment and knowledge background and are of interest to students. Let students gradually experience the process of the generation, formation and development of mathematical knowledge in activities such as observation, operation, speculation, communication and reflection, gain positive emotional experience, feel the power of mathematics, and master the necessary basic knowledge and skills. Mathematics comes from life, and life is full of mathematics. Mathematics Curriculum Standard for Compulsory Education emphasizes that starting from students' existing life experience, students can experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics and make progress and development in thinking ability, emotional attitude and values. Therefore, in mathematics teaching, we should closely contact with students' real life, find mathematics themes in the real world, make teaching close to life, and let students see and touch mathematics in life. Based on the above understanding, in the teaching practice, we can connect with the real life from the following aspects to make mathematics alive. First, the introduction of new courses combined with real life. Piaget, a famous psychologist, said: "All mental work depends on interest." The lead-in stage is at the initial stage of a class, and whether it is handled properly directly affects students' learning mood and thinking activity. Combining with the examples around students, introducing new courses can not only improve students' interest in learning, but also stimulate the internal motivation of seeking knowledge, so that the mathematical problems to be studied can be concrete and visualized. For example, in the lesson of two plus one (carry) in the second volume of People's Education Edition, I designed a shopping life scene: there are dolls from 26 yuan, books from 9 yuan and snacks from 4 yuan on the table. Let the students ask math questions. Students are very interested. They asked a lot of math questions and succeeded in eliciting what they wanted to learn today. Another example: when the teacher introduces the new knowledge of "negative numbers", he introduces it by watching the weather forecast of the day. After reading the weather forecast, the students asked, "Is it the lowest 0 degrees per day?" Through the students' answers, a "negative number" is naturally derived, and students' interest is high and their memories are profound. Second, introduce examples from life to enrich textbook knowledge. The People's Education Edition textbooks we use now have changed the rigidity of the past, changed the situation that teachers struggled to teach and students ate mechanics in the past, and the contents of each chapter are closely linked with our real life, so that students can feel that mathematics is around us. For example, when I designed the course "Observing Objects", I observed objects with classroom pictures that students are familiar with, and then took students outside the classroom to observe the teaching building, so that students could understand through practice that the shapes seen by observing objects from different positions are different. For another example, when I teach the southeast and northwest, I take the students outdoors, let them feel that the direction is around us, let them point out what they have in the east, south, west and north, and combine reality with textbooks well. The children are very happy and serious in their studies, which not only achieves our teaching objectives, but also exercises the students' practical ability, which not only mobilizes the students' enthusiasm, but also enlivens the classroom atmosphere. There are also some teachers who are good at capturing the mathematics in life to fill in the knowledge that is not in the textbook. For example, in view of the discount phenomenon in the market economy, a teacher designed a "life" math class "discounts and concessions"; By investigating the numbers on the ID card, design the student number and let the students know the secret of the numbers. By designing these courses, students will gradually have the "skills" to capture and apply mathematics in daily life and social life, make them realize that "mathematics is an integral part of life, and life can't be separated from mathematics for a moment", and develop the habit of absorbing and applying mathematics knowledge anytime and anywhere, thus mobilizing their initiative to learn mathematics and creatively apply mathematics. Third, use life examples to break through the key and difficult points of teaching. The newly revised primary school mathematics syllabus clearly points out: "We should pay attention to learning and understanding mathematics from students' practical experience and existing knowledge. "For example, when teaching" The Preliminary Understanding of Kilogram ",I prepared a scale for weighing fruits and weights, and asked students to weigh chalk, apples and themselves. Through familiar examples and various practical activities, they were asked to establish the concepts of grams and kilograms. At the same time, through analysis and comparison, they can easily know the progress rate between grams and kilograms, thus breaking through the focus and difficulty of this lesson. For example, in the study of "a simple algorithm of decimal addition and subtraction close to the whole hundred", there is such a problem as "235-99=235- 100+ 1", so it is difficult for students to add 1 when subtracting 100, so I created a new one to buy clothes and give change. How should a shop assistant change money? Let two students go on stage to simulate, and the students will soon know: (100 yuan should be subtracted from 165 yuan), and the clerk can get back 1 yuan (plus 3 yuan). So 1 should be added to the extra subtraction. In this way, the abstract operation has the support of experience, and the specific experience has been sorted out and refined, and it has risen to simple operation in theory. Fourth, apply mathematical knowledge to solve problems in life. Mathematician Hua once said: the universe is big, the particles are tiny, the speed of rockets, the cleverness of chemical engineering, the change of the earth, the complexity of daily use, and mathematics is everywhere. This shows that mathematics comes from practice and serves it. Therefore, in mathematics teaching, it is necessary to create conditions for applying mathematical knowledge, give students opportunities for practical activities, and let students deepen the consolidation of new knowledge in practical activities. For example, after the teaching of "Yuan, Jiao and Fen", I asked the students to go shopping in the supermarket, record what they bought and how much they spent, and ask math questions. After the teaching of "Classified Statistics", let the students make statistics on the order of school uniforms in this class. After learning "Understanding Graphics", let the students spell out beautiful pictures with various graphics. After learning the lesson of "rectangular area", we designed a situation for students to buy floor tiles, so that students can apply what they have learned and solve practical problems. Five: Observe and record the mathematics in life. What children experience with their own hands and feel with their hearts is their direct experience. Therefore, we should educate students to observe mathematics in life and learn to write math diary. If there are several people in your family, how tall and how heavy are you? Compare who is heavier between you and your deskmate. These are all related to mathematics. Teachers should encourage students to calculate, measure and weigh, and record them to prepare materials for mathematics learning. Another example is to record the mathematical problems solved by the knowledge learned, such as counting the number of milk bottles by multiplication, shopping with RMB knowledge and buying affordable goods with discounted knowledge, which not only stimulates students' interest in learning, but also improves their ability to solve practical problems with what they have learned, cultivates students' interest in learning mathematics and makes mathematics move towards life. Finally, students are encouraged to find and record the questionable mathematical problems in life, which can stimulate their interest in learning new knowledge. In short, "Life Mathematics" emphasizes the integration of mathematics teaching and social life. In the process of imparting mathematical knowledge and cultivating mathematical ability, teachers should naturally inject life content; In the process of caring for students' lives, teachers guide students to learn to use what they have learned to serve their own lives. Let mathematics teaching be full of life flavor and times color, really stimulate students' enthusiasm for learning mathematics and cultivate their independent innovation ability.