Introducing concepts into concept teaching is only the first step. In order to make students understand concepts and form active consciousness, they must also be guided to correctly understand the nature and scope of concepts. To this end, we can take some specific methods in teaching:

1. Comparison and analogy

The characteristics of primary school mathematics knowledge are strong systematicness and close connection. However, due to the limitation of primary school students' thinking development level and acceptance ability, the teaching of some knowledge is often completed in several classes or semesters, which inevitably weakens the connection between knowledge to varying degrees. At a certain stage, we should systematically sort out some related concepts or laws, so that students can establish a network of knowledge in their minds and form a good cognitive structure. Especially in the middle and senior grades, students can be guided to classify concepts, clarify the connections and differences between concepts, and form a concept system.

Through the comparison and analogy of several different concepts, students can find the similarities and differences more clearly, so as to remember them effectively. For example, when learning the two concepts "decimeter and millimeter", we can compare them with "meter and centimeter" to find out the difference between them, and deepen our understanding of the new concept through comparison, thus forming a clearer representation. It should be noted that when using comparison and analogy, we must pay attention to guiding students to clarify the differences between several concepts, clarify the connotation of the new concepts they have learned, and prevent similar concepts from being confused.

2. Appropriate use of counterexamples

Appropriate introduction of counterexample teaching in teaching can make the characteristics of new concepts more obvious and prominent, and also enable students to find mistakes in their thinking through positive and negative comparison, reflect and strengthen their memory. Using counterexamples to highlight the essence of concepts is to make students clear the extension of concepts, so as to deepen their understanding of the connotation of concepts. Any object with the essential attributes reflected by the concept must belong to the extension set of the concept, and the construction of counterexample is to let students find out the objects that do not belong to the extension set of the concept, which is obviously an important means in concept teaching. However, it must be noted that the selected counterexamples should properly prevent students' attention from being distracted by too many difficulties and deviations, and fail to achieve the purpose of highlighting the essential attributes of concepts.

3. Rational use of variants

If we only rely on some intuitive and perceptual materials for teaching, guiding students to learn concepts will produce some one-sidedness and narrowness because of the limitations of the materials themselves, which will affect students' accurate grasp and memory of concepts. And weaken students' correct understanding of the essential attributes of concepts. Therefore, in teaching, we should pay attention to using variants to reflect and describe the essential attributes of concepts from different angles and aspects. Generally speaking, variants include graphic variants, formula variants and letter variants.

For example, some students mistakenly think that only a rectangle placed horizontally is a rectangle, and they can't recognize it if they put it sideways. Therefore, it is often necessary to change the narrative or expression of concepts so that students can understand concepts from all aspects. The purpose is to grasp the essential attribute of the concept from the variant and eliminate the interference of the non-essential attribute. Because the essential attributes of things can be expressed in different languages, if students can understand and master various narrative and expression methods, it means that students' understanding of concepts is thorough and flexible, rather than rote learning.

(3) Consolidate the concept

At present, one of the main problems in primary school mathematics teaching is that students' learning style is single and passive, and they pay attention to the interpretation and arrangement of conclusions, lacking opportunities for independent exploration, cooperative learning and independent acquisition of knowledge, and lacking opportunities for exploratory and exploratory mathematical thinking. Concept teaching should pay attention to cultivating students' awareness of exploring new knowledge, so that students can construct related mathematical concepts with their own way of thinking according to their own experience. In this process, students can enjoy the fun of mathematical exploration activities.

(D) the application of concept teaching

Mathematical concepts come from life, so we must return to real life. This requires our teacher to design practical and life-oriented exercises to make students think about "how to do it?" Why are you doing this? What else can I do? "And so on, so as to give full play to the students' intelligence. Teachers guide students to use concepts to solve mathematical problems, which is a process of cultivating students' thinking and developing various mathematical abilities. Moreover, only by letting students apply the mathematical concepts they have learned to real life can they consolidate the concepts they have learned and improve their skills in using mathematical concepts. Therefore, teachers should consciously deepen and develop students' mathematical concepts on the basis of mastering the logical system of primary school mathematics textbooks according to the content of textbooks and the reality of students.

In short, the stages of concept teaching cannot be completely separated. After the introduction, it should be formed immediately. It should be consolidated in time after it is formed. In the process of consolidation, we should deepen our understanding and prepare for the development of the concept. In teaching, we should combine the characteristics of concepts with students' reality, flexibly master and optimize the teaching of mathematical concepts, and cultivate students' innovative thinking.