Thirdly, infiltrating mathematical thinking, boldly trying to apply it, paying attention to the infiltration of mathematical thinking methods and improving students' mathematical literacy are the core tasks of practical activities. Mathematical thinking method refers to comparative analysis method, model method, estimation method, reasoning method, transformation method, statistical method and so on. In primary school mathematics teaching, these mathematical ideas and methods are infiltrated by solving problems, so that students are unconsciously influenced and infected by mathematical ideas and methods. Therefore, teachers always create certain problem situations to make the classroom full of discussion, inquiry and thinking atmosphere. In practice, teachers should get rid of the shackles of traditional teaching mode, let students try boldly, allow students to fail, and encourage students to overcome difficulties and keep exploring. For example, in the geometry review class, I showed a cuboid fish tank and asked, "What shape is this fish tank? If you want to find a spacious home for small fish, you need to pour water into the fish tank first. How much is appropriate? " The students began to fill the fish tank with water. Then the teacher asked, "How many cubic centimeters is the water in the fish tank now?" Students can get the data of the length, width and height of water in the water tank by hand, and then calculate the volume. Then, the teacher said, "How to pour water to make a small fish live in a cubic space?" The volume of that cube is chec. Finally, show the cylindrical and conical fish tanks. The teacher poured water into it and asked, "What shape is the water in the fish tank at this time?" What data need to be measured to calculate the volume of water? "These practical activities not only let students intuitively see the shape changes of the water contained in the containers with four shapes, but also let students operate by hands and obtain the data needed for calculation, which not only achieves the purpose of sorting out and reviewing, but also allows students to directly feel the relationship between geometric shapes. Among them, the question asked by the teacher is: "These formulas look different, but are they internally related? "So, when the two bottom surfaces are the same, the volume can be calculated by the bottom area × height. Through hands-on practice, students quickly mastered the relationship between each figure and the idea that they can "transform" each other. Students participate in the whole process of practical activities, observe the process of knowledge development directly, concretely, vividly and interestingly, and carry out mathematical practical activities in primary schools, aiming at "promoting development through activities", encouraging students to actively participate, be brave in practice and innovation, and feel and apply mathematical knowledge in activities to achieve all-round development. Fourth, carefully organize activities to revitalize the main body. The main learning method of mathematical practice is research-based learning. In the process of activities, the general steps of inquiry learning are gradually explored: first, create situations and provide background; The second is to find problems and ask questions; The third is to explore research and solve problems; Fourth, report and exchange to inspire further study; The fifth is to evaluate incentives and harvest results. Secondly, pay attention to discovery and stimulate students' problem consciousness. Problems are the core of mathematics, and "finding problems and asking questions" is the soul of activities, the first embodiment of students' subjectivity and an important link in innovating students' learning methods. Starting with students, questions can stimulate students' subjective consciousness and cultivate students with a pair of mathematical eyes and a mathematical brain; Only in this way can students get rid of the past learning methods that rely on thinking, imitation and memory, and make the mathematics learning process of students truly become a lively, proactive and personalized process. Third, cooperate and exchange to show students' innovative ability. In the process of carrying out practical activities, cooperation and communication are indispensable. In the communication between teachers and students, students, groups and large groups, students' understanding of knowledge or activities is richer and more comprehensive. Therefore, in cooperation and exchange, students should want to speak, dare to speak, be willing to speak and speak freely. In the process of communication, students' thoughts are colliding, knowledge is merging, and thinking will achieve a qualitative leap in the process of mutual inspiration. For example, when I teach the understanding of circumference, let students start with circumference, pose, measurement and so on, so that students can have a preliminary understanding of circumference, then let them say what circumference is, and finally the teacher will summarize it. So as to form a scientific understanding of the circumference. This process allows students to observe and think, feel, feel the power of mathematics and appreciate the value of mathematics in their own operations and experiments. Promote thinking through activities, mobilize students' various senses to participate in learning activities, and develop students' mathematical ability. The comprehensive practice of primary school mathematics is still a new course and will continue. We will continue to learn, improve and gradually improve, so that practical activities can really promote the development of students, so that students can really learn valuable mathematics in practice, so that everyone can get the necessary mathematics, so that different people can get different development in mathematics. Let's work together to understand the essence of the new curriculum standards and lay a solid foundation for students' sustainable development.