Mathematical concept is the reflection of the quantitative relationship and the essential attribute of spatial form in objective reality in the human brain. These essential attributes are the criteria for distinguishing one kind of things from another. The mathematical concepts in primary schools include the concepts of number, operation, quantity and measurement, geometry, ratio and proportion, equation, and related concepts of preparatory knowledge of statistical probability. These concepts are not only the important "coordinate points" that constitute the primary school mathematics knowledge network, but also the "cornerstone" for the development of students' computing ability, abstract thinking, spatial imagination ability, reasoning ability, application ability and innovation ability. Therefore, we attach great importance to the teaching of mathematical concepts in order to avoid the misunderstanding of "emphasizing memory over understanding, emphasizing results over process" and accurately guide students to understand the connotation and extension of mathematical concepts. In the process of practice and exploration, we walk together, think together, and explore and discover the concept teaching mode based on the combination of emotion and thought in hands-on practice.

1, introduce concepts in connection with life, stimulate emotions and start thinking.

Mathematical concepts, whether descriptive or defined, are very abstract for primary school students who mainly think in concrete images. Therefore, to introduce concepts in combination with reality, teachers should carefully create problem situations close to students' lives.

For example, when teaching "Understanding Equation", we start with the "seesaw" that students are familiar with since childhood, and then guide students to understand the equation on the basis of feeling "balance"; In the teaching of "Understanding of Cuboids", we first let students find and discover objects with cuboids in their lives, and then guide them to observe and explore the characteristics of cuboids. When teaching volume and volume, we ask students to prepare various objects in life, and then gradually introduce the concept of volume in the problem situation of comparing the size of objects. These situations and objects close to life not only stimulate students' happy mood, but also make students unconsciously open the door of their own thinking, thus gradually approaching the essence of the concept to be studied.

2. Practical experience forms concepts, ignites emotions and promotes thinking.

As we all know, children's wisdom is concentrated at the fingertips. Therefore, after the introduction of concepts, teachers should provide students with enough learning materials to explore and experience in the process of hands-on practice, and then complete the construction of mathematical concepts in thinking.

For example, when teaching "Understanding of Cuboids", after students know the faces, edges and vertices of cuboids, we give them the task of making cuboids and provide them with two (three) known faces, colored cardboard, adhesive tape, scissors and other materials. In the process of students' continuous thinking and hands-on production, the characteristics and relative relationship between faces and edges become more and more clear in their minds, so the connotation of the concept of cuboid is gradually complete. For example, when teaching volume and volume, we provide students with a large number of cups, water and other materials for students to experiment in groups, so that the concept of volume is gradually formed in the process of students' experiments. These rich learning materials ignite students' passion and promote the collision of thinking. The process of hands-on operation is actually the process of concept restoration. Students gradually completed the cognitive construction of basic concepts in enthusiastic hands-on practice.

3. Strengthen practice to consolidate concepts, share emotions and improve thinking.

The concept based on practical experience is still somewhat vague and needs to be strengthened through further analysis.

For example, after revealing the concept that "an equation with unknowns is an equation", we will put forward some inequalities with unknowns and equations without unknowns for students to analyze and write some equations themselves. After revealing the concept that "the volume of the object that a container can hold is the volume of the container", we will present containers that are not filled with water for students to distinguish, and we will also provide students with a large number of containers to tell them what their volumes are. Through this practice, students' understanding of concepts has not only improved from "vague" to "clear", but also shared their emotional experiences with their peers in communication.

4. Extend the concept of application development, sublimate emotions and let go of thinking.

At this point, students have mastered the essential attribute of the concept, that is, the connotation of the concept, but this does not mean the end of concept learning, and the concept has its extension, that is, the scope of application of the concept. Therefore, we must expand the application scope of this concept.

For example, after the students have mastered all the characteristics of a cuboid, we arranged some related exercises, and caused students to think about why many boxes in life are made into cuboid shapes. Also, after students know the volume and volume, we arrange such application exercises to cultivate students' deep understanding of concepts. In this extended application, students not only feel the value and charm of mathematics, but more importantly, their thinking is released at the end of a class. ...

To sum up, the process of students' understanding of concepts is the process of connecting with life, being brave in practice, being good at discovery, being willing to think, being brave in communication and using extension. Teachers should be able to lead students to enjoy this special and harmonious life course with emotion and thought in class.