Second, create scenarios to stimulate emotions and improve the classroom effect of activity classes.

Third, do a good job in activity-oriented guidance and better organize activities.

1, to help students refine the division of activities.

In mathematics practice, students are generally divided into groups of four or six. Before the activity, the teacher should assign specific tasks to everyone in the group according to the classroom teaching design and the students' personal situation. For example, some people are responsible for hands-on operation, some people report the results, some people are responsible for recording the results, some people are responsible for inspection, and so on. This can avoid the blindness of students' operation. It also avoids the phenomenon that some students participate in activities and some students do nothing. This can cultivate students' ability of unity and cooperation, and can face the whole society and take care of students of different degrees. Students with strong ability can do more activities, think and discuss further problems. Students with poor ability can also gain some experience in the process of activities. Really let every child become a small master of activities and gain something.

2. Anticipate the problems that may be encountered during the activity.

At the beginning, during and even at the end of the practical activity class, all kinds of problems may appear.

At the beginning of the activity, students may feel at a loss. They can design some small problems that students already know, and design these problems into question strings, so as to guide students to enter the center of the problem to be solved step by step, so that students can think independently and actively, and at the same time use their existing knowledge to explore, discover and feel the connection between mathematics.

As one of the four sections of the new mathematics curriculum standards, "practical activities" provide a broader space for cultivating students' interest and initiative in learning mathematics, developing students' mathematical thinking and problem consciousness, and improving students' innovative ability and ability to solve practical problems with its distinctive educational, scientific, practical, thinking, interesting, open and hierarchical nature. We will continue to explore to give full play to the role of mathematical practice activities, instead of simply becoming a mere formality or just staying in specific operations.