Psychological research shows that familiar learning content close to students' life is most easily accepted by students, and similar learning objects are easily perceived by students, which can promote the transfer of knowledge. Therefore, in primary school mathematics teaching, teachers should be good at introducing life situations into the classroom to arouse students' interest, stimulate their desire for knowledge, and creatively turn mathematics problems in textbooks into life problems. For example, when teaching "Mathematics Wide Angle-Matching (1)" in the second grade, an activity of going out for a spring outing was designed based on the students' existing life experience. When going out, two red and white shirts and three pairs of black, green and blue trousers are presented for students to wear and play in different ways. Different students will wear different suits. Some students like white coat and black trousers, some students like white coat and green trousers, and some students like red coat and black trousers. Starting from different life backgrounds and preferences, different students devote themselves to learning with great enthusiasm and actively explore new knowledge.
2. Make teaching life-oriented, and explore new knowledge in combination with real life.
Mathematics is a highly abstract subject, and the thinking of primary school students is mainly visual. In order to make it easier for students to master the laws of mathematics, in classroom teaching, we strive to create life scenes related to the teaching content, so that the teaching content becomes a life-oriented topic of interest to students. For example, when teaching the fifth grade "Understanding of Cuboids", students are arranged to make or collect various cuboids in daily life before class, and students are allowed to show their collected objects in class. Through touching, searching, comparing and other practical activities, let students find out what similarities these cuboids have, so as to summarize the characteristics of cuboids. In this way, taking students' familiar life practice as the starting point, students' participation is greatly mobilized, and students' understanding of cuboid is transformed from image perception to the level of establishing representation. At the same time, it also allows students to learn in pleasant play, and the knowledge gained through personal experience will leave a deep impression on students.
3. Knowledge life, from virtual to reality.
The "living" of mathematical knowledge is to guide students to mathematize the objective things in the real world, to link mathematical concepts and propositions with students' life reality, to return mathematical knowledge to students' life world, and to upgrade the experience in life world to "mathematics". For example, when teaching unit of volume litres and milliliters, which are commonly used in the fifth grade, the teaching AIDS prepare different objects that students are familiar with, such as "a box of milk 250mL, a bottle of mineral water 550mL and a bucket of bottled water 25L". Through this series of objects, students can see and feel the size expressed in liters and milliliters. Finally, let students give examples to illustrate which items can be measured in units of 1L, 100mL, 500mL and 50L. In this way, on the basis of existing knowledge and experience, through discussion, exploration and communication, students have gained an understanding of unit of volume litres and milliliters and the conversion of their forward speed, and further developed their thinking ability.