Through in-depth study of the textbook, find out the key points and difficulties of the textbook, and then further consider what kind of teaching methods to use to make students happy and eager to learn. Pupils are young, lack of knowledge, limited acceptance and lack of life experience, so it is difficult to find a foothold in mathematics knowledge in life, which requires teachers to pay attention to teaching methods and research methods in teaching. The choice of teaching methods should be based on the actual situation of students in each school, not the same, and not the experience and practice of others. But there are several rules that you can follow: First, introduce new knowledge from students' existing life experience. Mathematics is a rigorous and systematic discipline, and all parts of knowledge are closely related. New knowledge is often the deepening and development of old knowledge. Mathematics comes from life. According to this feature, we should grasp the intersection of old and new knowledge and the foothold of mathematical knowledge in life in teaching. Through the collection and arrangement before class, the questions in class found that the difficulties were turned into several small problems and the transition to new knowledge was smooth. For example, when teaching the percentage of cognition, students can collect examples of the application of percentage in life before class and find out the topic of percentage in specific examples. At the beginning of teaching, students can report first and ask percentage questions. Teachers can guide in time, skillfully set suspense and explore new knowledge. Students feel that what they know is not new, and the difficulties are not difficult, which breaks through the teaching difficulties. Second, use intuitive operation to disperse teaching difficulties. The process of students acquiring knowledge is a process from perceptual knowledge to rational knowledge. In teaching, attention should be paid to proceeding from reality and making full use of visual teaching AIDS and learning tools, so that students can acquire solid knowledge on the basis of a large number of perceptual materials, gradually develop abstract thinking ability and improve students' interest in learning. For example, when teaching the sixth grade "circumference", teachers fully create time and space for students to cooperate in groups, explore the law of the ratio of circumference to diameter, show the results of group cooperation, reveal the significance of pi through fully intuitive operation and research exchanges between teachers and students, and let students experience the fun of mathematics learning and gain rich experience in mathematics activities. Third, pay attention to guiding students to experience the generation process of knowledge. Teaching practice makes us clearly realize that we teach today so that we don't need to teach tomorrow, and students learn today so that they can learn by themselves when they leave school in the future. This requires our teachers to pay attention to guiding students to experience the generation process of knowledge, stimulating students' enthusiasm for learning, inspiring them to open their minds, think about problems, and acquire knowledge consciously and actively. For example, in the section possibility teaching of the first volume of the third grade, the teacher focuses on students' exploration and verification on the basis of guiding students to fully perceive and discover. First, guide students to get ready before the experiment. The teacher introduces the experimental materials and explains the experimental requirements-group discussion activity plan-group report activity plan-cooperative experiment, preliminary speculation-student report. On the basis of the group experiment exchange report, the teacher shows the opinions of each group. Finally, teachers and students * * * reasoning verification induction: unpacking. What is the possibility related to? If I give you a one-dollar coin and throw it out, what will the result be ... create an atmosphere in which students actively participate in classroom teaching, let students experience the joy of learning mathematics knowledge, and keep students eager for knowledge in class.