Introducing the new curriculum into life, the basis of mathematics learning is students' life experience. The important new concept of modern mathematics in teaching design is to guide students to learn, understand and develop mathematics from the objective facts of life experience in the process of studying practical problems, and to closely link mathematics with students' real life. The research of educational psychology shows that only by linking learning materials with their own knowledge and experience can students' interest in learning and solving mathematical problems be stimulated. Mathematics is alive and full of vitality.

Therefore, mathematics classroom teaching should be closely linked with students' real life, so that students can feel that mathematics is around them and exists in the real world they are familiar with. For example, in the section of "Shopping" in the study unit, I led the student group to visit the clothing store, so that they could carefully observe the specific situation and process of buying clothes, and then guided the students to report, so that they could demonstrate the shopping process in RMB in person, so that they could really understand the calculation. Then, let the students use the calculation method they have learned to go to the market or shop to buy things.

So as to deeply understand and comprehend the relationship between mathematics and life, and let students feel that mathematics is alive, that mathematics comes from life and serves life, and that mathematics is everywhere in life. Life-oriented teaching process and life-oriented mathematical language are mainly carried out through verbal communication in primary school classroom teaching. However, the students' acceptance of different teachers in the same class varies greatly, which mainly depends on the language quality of teachers. Especially in our math class, a teacher without high-quality language and art is incapable of making abstract mathematics vividly accepted by students.

Mathematics, which seems boring, actually contains many vivid and interesting things. How to make students realize this and enjoy and love learning requires teachers to attract students with vivid and humorous language in the process of imparting knowledge. On the premise of ensuring the scientific nature of mathematics itself, teachers sometimes need to list popular examples and quote vivid metaphors to facilitate students' understanding. For example, in the process of teaching students to solve practical problems, they searched for many things closely related to students' lives: engineering teams, ducks, zongzi, cakes and so on.