The new curriculum reform and teaching objectives emphasize the cultivation of mathematical consciousness. In terms of teaching objectives, primary school mathematics curriculum standards require all students to learn useful mathematics, all students should learn useful mathematics, and different students should have different development in mathematics. This shows that the mathematics curriculum attaches importance to the application consciousness of mathematics in primary schools. How to promote primary school students' mathematics application consciousness is mainly manifested in: recognizing that there are a lot of mathematics application consciousness in real life. In the face of practical problems, we can actively try to use the knowledge and methods we have learned from the perspective of mathematics to find strategies to solve problems; When faced with new mathematical knowledge, we can actively look for its actual background and explore its application value. Then, how to promote primary school students' awareness of mathematics application in the primary school mathematics teaching stage? Years of teaching experience have made me realize that connecting with real life can better promote primary school students' awareness of mathematics application. 1. Teaching with living materials, so that students can understand the practicality of mathematical knowledge. Psychological research shows that the closer the learning content is to students' familiar life background, the higher the students' conscious acceptance of knowledge. Therefore, introducing students' familiar life background and making them feel that mathematics is everywhere is one of the conditions for cultivating students' awareness of mathematics application. Teachers should be good at creating a certain life situation, hiding the application of mathematics in the situation, inspiring students to operate actively, giving full play to students' main role and providing students with enough application opportunities. Let students feel that mathematics is around them, and let students have the consciousness of "everywhere is the place of application, and it is always the opportunity of application" in their lives. For example, when teaching the course "Understanding Triangle", I will draw triangles from the red scarf, bicycle rack, telephone pole rack, bridge and so on, and then let students know the stability of triangles through practical activities such as pushing and pulling, and use it to solve some real-life problems, such as repairing a rocking chair. Students will immediately think of applying the "triangle stability" they just learned, adding wood blocks to the chair to form a triangle, thus making the chair stable.