Although a lot of knowledge in mathematics teaching is abstract and theoretical, teachers should always run through the principle of intuition according to the cognitive laws of primary school students, especially junior students, because their cognition begins with intuitive and perceptual things. The rational application of intuition principle in mathematics teaching will enhance students' cognitive ability, help students transform abstract knowledge into intuitive objects, and realize the construction and understanding of knowledge. For example, in the process of teaching RMB knowledge, teachers can show students different currencies of RMB, so that students can have a perceptual understanding of RMB, and then clarify the unit relationship between them. In the teaching process, students can participate, and the equivalent relationship between elements and angles can be exchanged at the same table, so that abstract knowledge can be transformed into intuitive things, and students can easily complete the knowledge understanding of this lesson. For example, in the teaching of conical cylinder, students can take physical containers with equal bottom and equal height for field test, so as to clarify the relationship between the volume formulas of cone and cylinder, that is, the volume of cone with equal bottom and equal height is one third of that of cylinder. Such intuitive teaching will leave a deep memory for students, and students will not be careless and make mistakes in calculation. Of course, there are many examples of intuition principle in the process of primary school mathematics teaching, which requires teachers to think more and explore more. Starting from the cognitive law of primary school students and based on imparting knowledge, we must not use intuition principle to divert students' attention too much, so that the whole class ignores the teaching objectives because of showing intuitive objects.

Second, the principle of integrating theory with practice.

Apply what you have learned. Mathematics, like other subjects, should be applied in life after study. If it is divorced from practice, then the learning of knowledge stays at the theoretical level. Without knowledge of life and practical teaching, teaching is incomplete. Mathematics teaching should enable students to solve practical problems in life after learning knowledge. The author noticed that many knowledge points are very simple for adults, but difficult for students to understand. The reason is that after the teacher explained the knowledge points, he didn't let the students use the theory they had learned to solve the problems in life. For example, after the knowledge point of elementary school mathematics length unit is taught, students understand the conversion between meters, decimeters and centimeters in class, but this unit conversion is a very empty understanding. Students can practice again and again as long as they start work, pick up a ruler in person, walk into life, measure the length and height of desks, textbooks and classrooms at home, and express the measurement results in different length units. Students will truly understand the actual length of meters, decimeters and centimeters, and even reach the level of roughly measuring the length of things. The teaching of this knowledge point should be organically integrated in class and after class, leaving a small amount of homework for students to measure physical things at home. By analogy, students will truly understand the practical application of length units in life, and there will be no unreliable answers in the exam. For example, Xiaoming's height is 120, so that students can fill in the length. The principle of integrating theory with practice is often used by teachers in teaching. It is necessary to stimulate interest and solve life problems, so teachers should think more about the application of this principle in teaching.

Third, the heuristic principle

This principle was widely used in ancient teaching. "Don't be angry, don't be angry, don't be angry, don't give a corner, don't contradict with three corners." This is an important famous saying of Confucius about heuristic teaching, which shows the importance of heuristic principle in teaching. Teachers should leave space and time for students to think in the teaching process. We should try to avoid asking questions about students in teaching. Asking questions in the form of "yes" and "yes" is a common scene in class. The author thinks that this kind of question and answer is of little significance to students' positive thinking, because children's cognitive differences will follow their classmates and shout out answers such as "yes" and "right" at will. Therefore, teachers should try their best to avoid right and wrong questions in teaching, the design of questions should be enlightening, and the level of knowledge should be progressive, from shallow to deep, so that students can unconsciously transition from simple knowledge to profound knowledge. It is particularly important to note that if students can understand at a simple knowledge level, teachers should not waste time and move on to the next knowledge level as soon as possible. Similarly, if students of a certain knowledge level still can't understand it after repeated thinking, then teaching should prompt them in time and don't repeatedly inspire questions. Sometimes the teacher's accurate explanation will make students feel at a loss. For example, in the cognitive teaching of length units, the teacher's problem design level should be the actual measurement of the type and size of length units and the conversion between units. The first of these three links can be quickly remembered by students, but the second link is the key point, and students can spend a lot of time in class to know the actual length of each unit. With the preparation of the first and second links, the third link will be easier. The third link is not only the teaching focus of this chapter, but also the teaching difficulty.