The famous mathematician Chen Shengshen once said that "mathematics is interesting". Children are fun by nature. Teachers should try their best to design appropriate content into students' game learning activities and impart mathematics knowledge to make the classroom more vibrant and energetic. With students' interest in learning, learning activities are no longer a burden, but a kind of enjoyment and a pleasant experience.

For example, when teaching "Ji He Ji" in the first grade, let students simulate the scene of small animals queuing to buy tickets in the zoo to distinguish between Ji and Ji. In this way, static pictures are turned into vivid scenes, and boring diagrams are turned into lively and interesting activities, which are easy for students to perceive and accept, understand and internalize. At the same time, the flexibility of students' live performance not only deepens students' understanding of cardinality and ordinal number, but also cultivates students' flexibility and variability in dealing with practical problems. This kind of performance is vivid and real, which arouses the enthusiasm of students to participate in the classroom. In the blending of interest and reasoning, students have accumulated life experience and mathematics activity experience, and the classroom has been full of vitality.

Second, let students accumulate experience in basic mathematics activities in operation.

A child's wisdom is at his fingertips. In the process of hands-on experience, students can get direct experience and personal experience, which promotes the development of thinking, and the development of thinking will guide children's hands to move more dexterously, which is commonly known as "ingenuity." Therefore, in the teaching process, students should be given enough time to operate, experiment, calculate, reason and imagine by themselves.

For example, in the third grade "Understanding Rectangles and Squares" class, the teacher asked the students to observe the prepared rectangles and squares by themselves, and found the characteristics of rectangles and squares by folding, measuring and swinging with triangles. After a preliminary understanding of the characteristics of rectangles and squares, design activities such as drawing rectangles and squares, circling rectangles and squares on the nail board, and spelling rectangles and squares with two groups of identical triangles, so that students can further master the characteristics of rectangles and squares in the activities. In such an open exploration space, the teaching process presents two-way communication and dynamic construction. Students not only master new knowledge in a series of effective activities, but also accumulate rich experience in mathematics activities.

Third, let students accumulate experience in mathematics activities that are related to life.

Focusing on mathematics teaching under the new curriculum, we should help students accumulate experience in mathematics activities in their lives, and rely on, use and improve students' life experience.

(A) Based on students' life experience

In mathematics teaching, we should strengthen the connection between mathematics and life, but this connection must be natural, appropriate and in line with students' tastes. It can be seen that under the advanced teaching concept, teachers not only design life-related resources, but also pay more attention to students' life interest, life experience, life experience and life reality.

I have seen such a case: in the process of teaching "possibility", let students watch an animation first: birds are flying around in a sunny spring. Suddenly it was cloudy and the birds flew away. This change aroused the students' strong curiosity, and then the teacher immediately threw out a question: "It's cloudy, what may happen next?" Students will consciously contact their existing experience to answer this question. Students think: "It may rain"; "It may thunder and lightning"; "There may be wind"; "It may always be cloudy, and it won't change again"; "Maybe it will clear up again after a while"; "It may snow" ... the teacher went on to say, and made a demonstration: "Everything the students just said can happen, and some of them are very likely to happen, such as rain. Some things are unlikely to happen, such as snow. What else could happen around us? What can't happen? What could happen? " Using this kind of situational introduction, students have a preliminary feeling about the meaning of "possibility". Because the key to learning "possibility" is to understand the uncertainty of things and the possibility of things, let students contact the weather changes in nature and lay the foundation for the concept teaching of "possibility".

(B) the use of student life experience

Students' understanding of knowledge needs rich experience background. Without life experience, it is difficult for students to ask questions on their own initiative and improve their ability to solve practical problems. It is necessary to take the teaching resources around students as the carrier, closely contact with each other, and teachers should create active learning and inquiry activities for students, so that students' dominant position can be fully reflected. Teachers are only organizers and participants in teaching activities, and their guiding role is reflected in carefully creating problem situations so that students can ask questions that they really care about and really want to know from their favorite activities. Therefore, in teaching, students should always be regarded as the main body of learning to awaken their life experience, thus stimulating their interest in learning and improving their ability to analyze and solve practical problems and innovative consciousness.