1. It is an important way to improve students' application ability to let students experience the process of applying mathematics and realize the application value of mathematics. Starting from the real life that students are familiar with, concrete practical problems are abstracted into mathematical problems, and then applied to new realistic problem situations, so that students can experience the application process of mathematics and deepen their understanding of mathematical knowledge.

For example, the problem of "Folding an uncovered cuboid with square paper to maximize its volume" in the first volume of the seventh grade of Beijing Normal University Edition begins with the familiar origami activities of students, and through operation, analysis and communication, the algebraic expression of the problem is formed. Then by collecting relevant data and summarizing different data, the relationship between volume change and side length change is guessed; Then through activities such as communication verification, the answer to the question is obtained, and finally the process of solving is reflected. In this process, students realize the connection of all aspects of knowledge, find problems, analyze problems from the perspective of mathematics, explore the process of solving problems, and let students experience the application value of mathematical knowledge. In this process, teachers should not take it all out, and at the same time guide students to explore more similar practical problems and related backgrounds in combination with what they have learned, so as to improve students' comprehensive application ability of knowledge.

2. Guide students to understand things from a mathematical perspective and cultivate their ability to ask questions. To improve students' ability to solve problems, we should first describe the real world from the perspective of mathematics, find out the factors related to mathematics, explore the laws, and then ask questions, find problems and seek solutions from the perspective of mathematics.

For another example, after learning the function once, students can be encouraged to ask some questions related to taxis from a mathematical point of view, such as the fare is related to driving distance, waiting time and starting price; Fuel consumption is related to driving distance. , and put forward their different opinions, and finally solve the problem together. This can expand students' thinking and deepen their understanding of what they have learned.

3, through the collection of examples of mathematical application, deepen the understanding and experience of mathematical application.

In the teaching process, teachers can collect relevant materials and introduce them to students themselves, and they can also encourage students to collect specific cases of mathematical knowledge application through various channels and communicate with each other. For example, when studying "Cutting a Geometry" in the first volume of seventh grade mathematics, an important instrument "CT" in medical diagnosis was introduced to students, which used an instrument and method similar to "Cutting a Geometry". After learning the concepts of mode, median, average and frequency in statistics, teachers can arrange students to investigate and collect the temperature change data of this city last year in a planned way, which requires students to collect data themselves, sort out and analyze the monthly temperature data of last year, draw line charts and frequency distribution tables, analyze and express the data in statistical charts, and finally report and exchange.

4. Create a situation of applying mathematical knowledge to provide students with conditions and opportunities to solve problems.

For example, after learning statistical knowledge, let students know the sales situation of nearby markets or supermarkets and put forward suggestions for buying goods. To solve this problem, students need to know the types of goods on the market, the daily sales volume and the high sales volume of which goods, and give reasonable purchase suggestions on this basis. For another example, after learning congruent triangles knowledge, let students use congruent distance measurement; After learning the knowledge of similar triangles, let the students measure the height of flagpoles or buildings on campus through specific operations. No matter what kind of practical activities, students need to know clearly what factors need to be studied and how to obtain the relevant information of these factors, and then they can collect information in detail, analyze and sort out these information, put forward suggestions to solve problems, and find out specific methods to solve problems. After students draw basic conclusions and suggestions, they can encourage them to put them into practice and test and modify their own conclusions and suggestions in practice.

5. Use various teaching methods and resources to motivate students to solve practical problems.

In teaching activities, teachers should also creatively use teaching materials according to students' reality, actively develop and utilize various teaching resources, provide students with rich and colorful learning materials, and let students experience the formation and application of mathematics knowledge. According to students' cognitive characteristics, teachers should flexibly adopt various teaching forms and different teaching media, including models, wall charts, slides and recordings (images).

Band, computer software and so on. In order to enrich students' perception and understanding of objects, we will promote them to be more willing to approach mathematics, better understand mathematics and conduct effective learning, cultivate their awareness and ability to solve practical problems by using modern information technology, enable them to learn mathematics and solve practical problems with the help of new technologies, avoid a lot of complicated mechanical operation activities, stimulate students' enthusiasm for learning, and make students develop well in self-confidence, emotion and attitude, and gain more gains in mathematics learning and application.

6. Write mathematical problems close to life to improve students' ability to solve practical problems.

In the teaching process, teachers can not only make use of the existing teaching resources, but also properly compile some math problems close to life, so that students can feel the meaning of mathematics and the fun of learning in the intimate and natural emotional experience, and successfully use the existing knowledge to solve related practical problems.

For example, after learning the knowledge of probability, students can prepare such a topic:

We have a local custom that whoever eats jiaozi with coins at New Year's Eve will be prosperous and lucky in the new year. However, jiaozi has only one coin, otherwise it won't work. My grandmother came to my house for the Spring Festival this year. She put the coins in 60 jiaozi 1 boxes and gave them to everyone 15. As a result, neither my parents nor my grandmother ate coins, but I was called "baby" by my grandmother. Based on the above information, please briefly answer the following questions:

(1) If the game is fair, what is the probability that you can get coins by eating a jiaozi? What is the probability that I can eat coins?

(2) Afterwards, "I" learned that the reason why "I" could eat coins was because my grandmother did something. On this premise, what is the probability of asking "I" to eat the first jiaozi dollar? Imagine and briefly analyze grandma's manipulation method.

(3) Four people eat 60 jiaozi, and only 1 has coins. Please design a method, so that the probability of mom and grandma eating coins is one third. This topic, which is close to students' life, not only allows students to participate in learning more actively, but also allows each student to give his own answers to some of these questions and gain a successful experience. Moreover, in this natural problem scenario, students will have the desire to solve problems, feel that they also have mathematics knowledge in games, sports and daily life, realize the wide application of mathematics in life, and cultivate students' ability to solve practical problems by using existing knowledge.

In a word, the development of mathematics is inseparable from real life. We should learn mathematics from the source of life, irrigate students' minds with knowledge, let students devote themselves to mathematics learning with positive and full emotions, observe and experience life with mathematical thinking in fun, and learn and master mathematics better through the application of mathematics in life, so that students' awareness of applying mathematics is continuously strengthened and their ability to apply mathematics is continuously improved.