"Mathematics originates from life, originates from life and is applied to life", and "Mathematics Curriculum Standard" points out: "We should attach importance to learning and understanding mathematics from students' practical experience in life. It can be seen that mathematics learning is closely related to life. Students need to "experience" in life-oriented specific situations, "explore" in life-oriented ability training, "expand" in life-oriented practice and "innovate" in life-oriented application teaching. Life-oriented classroom teaching is also the requirement of the new curriculum reform, which conforms to the age characteristics and cognitive characteristics of primary school students and the requirement that children in modern families are divorced from real life. According to students' actual and teaching needs, we creatively use teaching materials for life-oriented classroom teaching, break through the invisible barrier between mathematics and life, and let students truly feel that mathematics is around and appreciate its charm. This paper briefly expounds the strategies of making primary school mathematics classroom teaching live.

First of all, create life situations and experience life-oriented mathematical strategies.

Creating a certain life situation in the introduction teaching of mathematics classroom can stimulate students' enthusiasm for learning. In teaching, we should explore the life situation in mathematics content, make mathematics closer to life, draw out mathematical problems from it, make students realize that mathematical problems exist in real life, cause the need of learning, and let students actively participate in learning and exploration. For example, when Mr. Zhao Haifeng attended "A Preliminary Understanding of Decimals", he created a life situation of shopping in a shopping mall, and saw that the prices of goods were all selected from a group familiar to students' lives, such as: the exercise book was priced at 0.45 yuan, a bottle of mineral water was 65,438 yuan +0.05 yuan, a band-aid was 0.65,438 yuan+a book by 0 yuan was 25.25 yuan ... Let students find out which decimals are. Then Mr. Zhao starts with the common sense of life "Jiao Yuan Fen" to establish the actual values of these decimals, such as 0.45 yuan is actually 45 cents, 0. 1 yuan is 1 angle is110 yuan, etc., so that students can experience the scores and decimals with the help of intuitive charts under the familiar commodity price background. The natural link between life experience and mathematics experience is achieved, and students learn vividly and wonderfully.

Second, the strategy of using life materials to explore mathematical problems

Based on life experience, guide independent inquiry and cultivate innovative ability. The new curriculum standard emphasizes that mathematics learning is not a process of passively absorbing knowledge and strengthening knowledge storage through repeated practice, but a process of students experiencing mathematics activities, handling new tasks with existing knowledge and constructing their own meanings. Therefore, in the teaching process, according to the age characteristics of children, try to provide students with materials close to life, so that students can participate in classroom inquiry activities independently. For example, when Huang Aihua, a famous special-grade teacher, taught the meaning of percentage, he first explained that the alcohol content of Tsingtao beer was 3.4%, that of Shaoxing old wine was 15%, and that of alcoholic wine was 52%. Then he asked the students, "What kind of wine is easy to get drunk?" "Why is it the easiest to get drunk when drinking this wine?" This question aroused all the students' desire to explore, and everyone was full of enthusiasm and actively thought about communication. Finally, the mathematical problem of alcohol content (percentage) was found, and the meaning of percentage was summarized by guiding students to explore independently. In this way, the theme of social life is introduced into the mathematics classroom to guide students to discover and explore mathematics problems from their lives and truly master mathematics knowledge.

Third, cultivate students' thinking strategies by hands-on operation.

Hands-on operation is an important foundation for children to acquire knowledge and develop their abilities. For primary school students who mainly think in action and images, the deepest experience is nothing more than what they have personally practiced. In the usual teaching, we should organically combine mathematics with hands-on operation, pay attention to the cultivation of students' hands-on ability, promote students' thinking ability and innovative consciousness, and make students' knowledge more solid and flexible in application. For example, when learning "graphic assembly" in grade one, let students make paper windmills, paper planes and cubes. After the year, month and day, tell the students that February 1, 2065438 is Friday, and let them make their own calendars for February 20 13. In this way, students can not only participate in the activities of making calendars, but also master the relevant knowledge of February in a normal year and February in a leap year.

Fourth, design classroom exercises, combining with the actual life strategies.

Although the exercise design in the textbook of People's Education Edition has been greatly adjusted compared with the past, some exercises are still far from the actual life of students, so it is difficult to arouse students' enthusiasm in teaching. Therefore, we need to rearrange some original exercises that are divorced from students' life, introduce related life problems, deepen our understanding of new knowledge, stimulate students' practical interest, and enhance their awareness and ability of mathematics application.

Fifth, learn and use the combination in time to expand the mathematical strategy of life.

Take life activities as the carrier, understand the true meaning of mathematics and apply what you have learned. In the process of learning mathematics life,

Guide students to understand the truth that mathematics comes from life and is used in life, put mathematical knowledge into life practice for students to perceive, learn to use life practice to solve mathematical problems, and better serve and apply it to life. Fully expand and extend knowledge in teaching, and set up open and practical homework forms, so that students can apply and verify their mathematics knowledge in daily life in time, and accumulate new experience in the process to verify it repeatedly. For example, help families calculate water and electricity bills, how to make use of shopping promotions in shopping malls to make shopping more favorable, how to arrange time reasonably and so on.

Write about math diary, and record the strategies of life mathematics.

Math diary is a bridge between life and mathematics. Students will record what they have learned in the form of small diaries, thus expanding their horizons and making them the cradle of knowledge. By writing math diary, students can better feel the mathematics in life, understand the application of mathematics in life, and use mathematical knowledge to solve practical problems in life. It can deepen students' understanding of mathematical knowledge, let students observe and experience life from the perspective of mathematics, discover mathematical knowledge in life, stimulate students' interest in seeing society from a "mathematical perspective", cultivate students' observation ability and mathematical thinking ability, and improve students' interest in mathematics learning.

Seven, deeply understand the learning situation and create a life-oriented teaching evaluation strategy.

Mathematics Curriculum Standard points out that the purpose of evaluation is to fully understand students' learning situation, stimulate their enthusiasm for learning and promote their all-round development. Therefore, we should attach importance to the evaluation of students' learning process in teaching and give full play to the incentive and guiding role of evaluation. We should focus on students' all-round development, let them feel the joy of learning, discover students' potential in evaluation, and stimulate students' enthusiasm, so as to evaluate students' understanding and mastery of knowledge, their ability to collect and process life information, their thinking characteristics, problem-solving strategies and their ability to solve practical problems by using what they have learned, as well as their interest and will in mathematical activities, so as to cultivate students' positive attitude towards life. Enjoy the fun of mathematics in the life of learning evaluation.

In short, mathematics in life is vivid, and teaching and learning without real life is tasteless. Students don't just listen, watch and practice mathematics in class, but do and play mathematics more, learn mathematics in life, experience, experience and explore mathematics in the application of mathematics in middle school and mathematical thinking activities, thus gaining a wide range of mathematical value and significance, making our mathematics close to life, and making the classroom teaching of primary school mathematics appear in front of children with a brand-new look.