The process of Zhou Li mathematics teaching in Yingjia Central Primary School in Shangrao County is a special cognitive process. Students are not only required to master abstract mathematical conclusions, but also should pay attention to the training of students' mathematical thinking, guide students to actively participate in discussing the process of knowledge formation, and cultivate students' mathematical ability. Therefore, in the process of primary school mathematics teaching, teachers should strengthen the practical training for students, let students perceive in practice, give full play to their potential, let students acquire knowledge through their own problem-solving efforts, and then guide students to verify in practice and apply in life. In this way, students will have a deeper understanding of knowledge and all aspects of quality will develop harmoniously. So, how to cultivate students' practical ability in classroom teaching? Combined with my own teaching practice, I made a preliminary exploration. Create an equal, democratic and cooperative teaching atmosphere and form the conditions for students to operate. In the teaching process, learning atmosphere is an important indicator to measure the teaching effect. An equal, democratic and cooperative teaching atmosphere will enable students to study in an atmosphere without depression, dare to ask questions and operate arguments, fully mobilize students' initiative and enthusiasm, and make learning an inherent psychological need of students. In the process of design teaching, teachers should transform simple operation demonstration and students' simple imitation operation into exploratory and creative practical activities, so that students can discover the mysteries of things through practical activities and gradually form the consciousness of practical knowledge. Carefully design the steps of hands-on operation, so that teaching AIDS and learning tools can play their due roles. Before starting the operation, let the students understand the goal of starting the operation, that is, what to study, observe or analyze. Then, according to the teaching objectives, the teacher puts forward clear requirements for hands-on operation to the students in clear language and prompts the operation methods. Stimulate students' thirst for knowledge, improve students' interest in learning, and make students move from classroom to life and apply what they have learned. Construct a reasonable training mode and correctly guide students to carry out specific operations. In the process of cultivating students' hands-on operation ability, teachers should not let students "practice" aimlessly, but should construct a reasonable training mode and carry it out purposefully and in a planned way to help students master the correct operation methods and guide them to abstract mathematical concepts and conclusions from concrete practical operations. Cultivating students' practical operation ability can improve students' practical operation ability and develop students' abstract thinking ability. When cultivating students' hands-on operation ability in teaching, we should pay attention to the following points: first, teachers should guide students to observe carefully in time, guide students to mix thinking and language expression in hands-on operation, focus on students with weak foundation and difficult hands-on operation, encourage students with good grades and quick thinking to innovate and adopt various methods to operate; Secondly, after students discover and feel a kind of knowledge or a method, they should organize students to communicate with each other, state facts, reason and analyze, and form a common understanding. Finally, guide students to sum up and form correct and clear mathematical concepts. Hands-on operation is not an end, but a means and method. In primary school mathematics teaching, we should not only pay attention to guiding students to observe and analyze carefully in hands-on operation, but also guide students to sum up, so as to truly realize the transition and leap from perceptual knowledge to rational knowledge. Especially in the lower grades, if teachers don't guide and summarize in time, primary school students will play with teaching AIDS and learning tools. Only by giving timely guidance and summary can teachers lead students from playing to learning and complete the transition and leap from thinking in images to abstract thinking. It has been said by predecessors that cleverness is at the fingertips, which shows that more hands-on operation can distract students' thinking and achieve the purpose of innovation. In teaching, letting students do more hands-on and practice in person can stimulate students' interest in learning, arouse their enthusiasm for learning, enliven the classroom atmosphere, deepen their comprehensive understanding of what they have learned, and at the same time develop their intelligence and let them actively use their hands and brains. Think boldly, explore and innovate, so that students are no longer containers for passively accepting knowledge. They are active participants, explorers and subjects of learning activities in the cognitive process. For example, in the teaching of axisymmetric graphics, let students observe a few pictures first and think about what these pictures are and how they are formed. Where is it used? Then let the students make a picture by themselves, give full play to their imagination and express their ideas freely. Through hands-on operation, students not only improve their mastery of knowledge, but also exert their imagination and creativity, and their hands-on operation ability is greatly improved. The students rushed to the stage to introduce their works. Their enthusiasm touched me, and I deeply found that students' imagination space is infinite, and their creativity exceeded our expectations. In short, in the process of primary school mathematics teaching, teachers should properly and fully let students operate, arouse their enthusiasm and let them experience the happiness of learning mathematics.