In teaching, teachers can introduce new knowledge into the life phenomena around students, which will make students feel close to mathematics, feel that mathematics and life are not mysterious, and also arouse students' strong desire to explore new knowledge.

For example, when teaching "the meaning and essence of proportion", I arranged such an introduction: Students, do you know there is an interesting comparison about the human body? When you roll your fist once, the ratio of its length to the length of your sole is about 1: 1, the ratio of height to the horizontal length of your arm is about 1: 1, and the ratio of the length of your sole to your height is about 1: 7 ... It is very useful to know these interesting ratios. When you go to the store to buy socks, just wrap them around your fist and you will know that these socks are suitable for you. If you are a policeman, you can estimate the height of the criminal as long as the footprints of the criminal ... all this is actually calculated by these body proportions, forming an interesting proportion. Today, learning the life phenomenon of "the meaning and essence of proportion" ... and "interesting proportion in human body" leads to the study of "proportion", which makes students have a strong interest in learning and actively participate in the exploration of new knowledge.

Second, students live in reality and learn new knowledge.

Mathematics is a highly abstract subject, and the thinking of primary school students is mainly short essays. In order to master the laws of mathematics more easily, in classroom teaching, I strive to create life situations related to the teaching content, introduce students into real life, let them observe and practice in actual operation to understand mathematics, master the graduation thesis of mathematical strategies, and gradually cultivate students' ability of abstraction, comparison and analysis of master's thesis and synthesis.

For example, when studying decimals, I take my students to the shops to master the prices of various commodities, observe the labels of commodities, and apply decimals in daily life. When studying actual measurement, I took my students to the playground with measuring tools to measure the distance between two points, organized students' graduation thesis on step measurement strategy, and calculated operational knowledge. Practice has proved that students can get twice the result with half the effort by learning new knowledge in real life.

Third, tap real life materials and consolidate new knowledge.

Only by consolidating mathematics knowledge can students master and skillfully apply it. In teaching, students can practice or practice in real life, cultivate the ability to solve practical problems and gradually cultivate the innovative consciousness and ability of applying mathematics to practice.

For example, when I was teaching statistics in the second grade, it happened that the 29th Olympic Games would be held. Before class, I prepared the situation of the first two Olympic teams winning medals. In class, students are asked to make statistics in groups, and each group chooses to design their favorite graduation thesis on statistical strategies to consolidate new knowledge. The students are full of interest, and they have gained unexpected gains. For example, gold, silver and bronze medals are counted by yellow, silver gray and orange. Others use different patterns to represent three kinds of medals; Some even use their brains to show the number of gold medals in a few years on a square paper and connect them with lines. The number of gold medals is increasing every year ... Students are interested in topics, which makes them feel that the model essay in paper format is to do and solve problems in game activities, which exercises students' mastery of new knowledge, and also allows students' intelligence to develop educational papers and carry out patriotic education from them.

Fourth, go deep into students' real life and apply new knowledge.

The purpose of learning mathematics in the new syllabus is to use the learned mathematical knowledge to solve daily life and work practice. In teaching, every time I learn new knowledge, I will guide students to go deep into real life, solve some practical problems and apply what they have learned.

For example, after the teaching, I asked the students to do a social survey and sort out the average electricity and water costs of a family, a factory and a team, the average height and average age of the students in the class. In the teaching of yuan, jiao and fen, my math activity class organizes students to simulate supermarket shopping activities, and teachers and students play salespeople and customers to play buying and selling games.