"Learning" and "practicing" in classroom teaching are important components of primary school mathematics teaching. Whether it is a new teaching, practice or comprehensive review course, it is inseparable from the start of school and practice. "How to embody the effectiveness of the combination of learning and doing in the teaching of graphic geometry, I think we should teach from the following aspects.

First of all, "learning" and "practice" in classroom teaching should be targeted.

In classroom teaching, it is very important to take time to explain the key points that students can't understand. After students understand, they should practice in a targeted way, not exert themselves evenly. Otherwise, they can only get twice the result with half the effort. For example, I didn't explain to the students what division is and what complement is when I taught the first volume of fifth-grade mathematics, "Finding Area with Combined Figures". I just told them examples according to the textbook. The problem reflected in the homework is that only some students can only calculate in the form of columns. No matter how to find the area of the combined graph by division or complement, it is not reflected in the combined graph, and students can't tell clearly what each step requires. In the second round of this class, I focused on what division and complement are, and there were no targeted exercises in class. As a result, students can only draw a tiger as a cat and a gourd as a gourd. The homework was slightly changed. Most students are just stupid. They really eat like tigers, and they can't use what they have learned flexibly to solve practical problems around them. In the third round (this year), I summarized the experience and lessons of the previous two times. In class, I ask students to ask questions first (what is a combination diagram), and then answer by myself what is a combination diagram (reflecting classroom learning). Then I showed the courseware: What can the following figure be divided into? Explain that "learning" and "practice" in class should be targeted, that is, practice whatever you learn.

Through the above study and practice, students can understand the required area of combined graphics. First, we should divide several simple geometric figures (such as rectangle, square, triangle, parallelogram and trapezoid) we have learned by division or complement. Then, the teaching example is 1. By studying the example 1, students can sum up the method of finding the area of combined graphics. Finally, they can do targeted exercises.