Mathematics originates from life, and mathematics is rooted in life. In the new curriculum system, the new curriculum pays attention to students' subjectivity and life experience, pays more attention to students' autonomous learning in their own lives, and uses mathematical methods to solve some problems in daily life, so that students can feel the applicability of mathematics and enhance their interest in mathematics learning. However, many students are afraid of math and don't like it. One of the most important reasons is that they think mathematics is boring and abstract. I don't have much contact with life, and I don't know how to apply it to practice. To change this situation, students must have more opportunities to learn and understand mathematics from familiar things around them, realize that mathematics is around, feel the fun and role of mathematics, and experience the charm of mathematics. This requires teachers to connect with reality, introduce life problems into the classroom, learn knowledge from them, and then apply knowledge to practice, so as to match reality. Introduce the problems in life to school, learn knowledge from them, then apply knowledge to practice, go to school, learn knowledge from them, and then apply knowledge to practice. The new Mathematics Curriculum Standard emphasizes that mathematics teaching should be closely linked with students' real life. Starting from students' life experience and knowledge experience, create vivid and interesting scenes, guide students to observe problems from the perspective of mathematics, develop their thinking ability, experience the fun of mathematics and realize the role of mathematics. Life is inseparable from mathematics, mathematics is inseparable from life, and mathematical knowledge comes from life and ultimately serves life. For primary school mathematics, if we want to find our own prototype in the teaching process of life and lay a good foundation for students' lifelong sustainable development, we must open classroom teaching, make mathematics close to life and let students find mathematics everywhere in life. First, mathematics is inseparable from life. How to introduce life problems into the teaching process, I think we can operate from the following aspects: 1, combine with real life, create problem situations, guide students' desire to explore independently, and pay attention to students' own life experience and knowledge situations when creating problem situations, that is, let students feel that the problems they face are familiar, common, curious and challenging. On the one hand, it is to make it possible for them to think and explore, on the other hand, it is to feel the limitations of their existing knowledge at all times, thus being in a psychological state of wanting to know but not knowing and wanting to stop. Some of the first-grade children who have just entered school have received pre-school education, so they are not ignorant of mathematics, but have different interests in learning mathematics. In mathematics teaching, teachers should be good at guiding students to observe practical problems in life and feel the close relationship between mathematics and life. Therefore, in the first math class, teachers should let students observe the theme pictures first, so that students can feel the richness of school life. Let children feel that they will be integrated into school life after school and participate in learning activities, and at the same time realize how many people need to participate in various activities. Then let the students observe their new learning environment-classroom, let them look for numbers in the classroom, and lead the students to visit the campus to find the numbers on campus, and then tell the students: "This is mathematics, in fact, mathematics is around us." Let students gradually feel intimate with mathematics. Through watching and math teaching activities, let them deeply understand that mathematics is around, which can better enhance the affinity of mathematics and stimulate children's initiative and enthusiasm in learning mathematics. Fun is a child's nature. In order to let children gain knowledge in play, I arranged some games and stories according to the learning content. For example, when I was adding and subtracting 6 and 7, I first demonstrated a beautiful suburban garden with courseware and told my classmates: "Autumn is here, and the beautiful pastoral scenery in the picture is so beautiful! The teacher leads everyone to play with the children in the picture. Please ask the students who like math to help the teacher solve practical problems with math. Can you do it? Through a few short sentences, the child's strong expression arises spontaneously and his learning mood is high. They devote themselves to learning and exploring, fully experience the mathematical problems in life, let students learn to solve simple practical problems with mathematical knowledge through learning and mastering knowledge, and also let students realize the fun of learning mathematics. Einstein once said, "It is more important to ask a question than to solve it", and many inventions in the world stem from doubt. In mathematics teaching in primary schools, teachers should provide students with "questioning" environment, guide students to actively explore and cultivate students' innovative consciousness. Show in:

(1), teachers and students are equal, giving full play to students' main role. Creating a classroom atmosphere of psychological integration and democratic communication between teachers and students is the premise of cultivating students' initiative exploration and independent innovation. Therefore, in teaching, we should attach importance to the rights of students, so that everyone has the right to speak and everyone has the right to dispute.

(2) Pay attention to practical activities and expand students' development space. Let the students dare to put forward the dribs and drabs in life, let them realize that the teacher is not afraid of being asked by them, but afraid of not asking, and let them feel the fun and value of learning mathematics. After all, "real education must cultivate people who can think and create." To construct primary school mathematics teaching with the concept of life, it is necessary to extend the traditional classroom teaching activities to extracurricular activities, create a real living environment and stimulate students' interest in learning mathematics; Lively and active learning, let them learn in life and live in learning, that is, from simply paying attention to imparting knowledge to guiding students to learn to learn, learn to cooperate, learn to survive and learn to be human. Problem situations should be close to the reality of primary school students' lives. To create a problem situation, we should take the "mathematical reality" that students have as the direct starting point, make full use of the reality of life as the carrier of the problem, let students find that mathematics is around us, and mathematics is so close to life, and stimulate students' desire to explore. 2. Pay attention to practical activities and cultivate students' ability to find mathematical problems. In order to make students learn mathematics knowledge well, it is necessary to get in touch with and gradually master mathematical thinking methods and constantly enhance their mathematical consciousness.