The latest and most comprehensive academic papers, periodicals and documents, year-end summary, year-end report, work summary, personal summary, debriefing report and practice report, summarizing mathematics teaching, can not only let students grasp the conclusion of mathematics knowledge, but also let students understand the process of knowledge occurrence. Students' operation activities, especially some exploratory operation activities, provide opportunities for students to actively explore and acquire knowledge; It creates conditions for students to perceive the display background and source of specific mathematical knowledge. Therefore, in primary school mathematics teaching, we should attach importance to students' hands-on operation, cultivate students' hands-on ability, and let every student learn to learn in the main body participation. So, how to cultivate students' practical ability in classroom teaching? Combined with my own teaching practice, I made a preliminary exploration. First, the rational use of school tools to cultivate students' practical ability. Using school tools can encourage students to discover and understand abstract mathematical knowledge and cultivate students' exploration ability. Arrange the operation of learning tools as much as possible in primary school mathematics teaching, so that students can experience and understand new knowledge in posing, spelling, cutting, doing, testing and drawing. Through the cultivation of students' operational ability, the all-round development of students' morality, intelligence, physique, beauty and labor can be promoted. For example, when teaching the application problem of "moving more to make up less", students can operate in different levels according to the teaching focus: let students put sticks first, arrange them in two rows with 10 sticks, and then move one from the first row. How many sticks are there between the two rows? How about moving two? How about three? ..... get the relationship between difference and verb; Then the first one discharged 10, and the second one gave two. There are as many pieces in two rows. How many pieces are there in the second row? Speak your mind while posing. Teachers create operating situations, and students rely on hands-on practice and the combination of numbers and shapes, which not only clarifies reasoning, but also promotes the improvement of hands-on ability. For another example, to know the square, the teacher can let students make full use of the square paper prepared before class, try to know the characteristics of the square, and see who has more and better methods. Some students measured with a ruler and found that the four sides of the square were equal in length; Some students found that the four sides were equal in length by folding in half and then folding in half along the diagonal; Some students compare one side with the other three sides and find that the four sides are the same length; Some students overlap two opposite sides, and then overlap two adjacent sides, indicating that the four sides are equal in length ... In this way, students discover that the four sides of a square are equal in length through hands-on operation, which not only discovers new knowledge, but also cultivates students' innovative consciousness and ability. In short, teachers should grasp the teaching materials, create reasonable and timely hands-on activities for students, and provide students with hands-on opportunities with learning tools, which will make learning natural, relaxed and efficient. Second, pay attention to the operation process and cultivate students' problem-solving ability. Teachers can assign corresponding tasks to students before class, so that students can make learning tools before class, show their works in class, and draw conclusions through experiments with their own works in learning, so that students can have a sense of accomplishment by personally experiencing the whole process. "The best way to learn any knowledge is to discover it through your own activities, because this discovery is the deepest to understand and the easiest to master the internal laws, essence and connections." Therefore, in teaching, teachers should arrange the operation of learning tools as much as possible, let students swing, spell, test and do as much as possible, and leave enough time and space for students to participate in activities, so that students can learn by doing, think by doing and gain cognition in the process of doing and thinking. Third, let students actively participate in practical activities in connection with real life. Mathematics comes from and serves life, and there is mathematics everywhere in life. In the teaching process, teachers should closely contact students' daily life according to the characteristics of teaching materials, so that students can get in touch with real life, understand that there is mathematics everywhere in life and appreciate its value. In view of the practical problems that students can see and use, some thoughtful operations and practical activities are designed. For example, how to convert parallelograms into rectangles when teaching the area of parallelograms? Students take out the prepared parallelogram, cut and paste it and spell it. In the process of hands-on operation, students realize that after cutting a parallelogram along the height, they translate and spell it, and it becomes a rectangle. Then contrast changes: the length of rectangle is equal to the base of parallelogram, and the width of rectangle is equal to the height of parallelogram. Finally, students discuss and report, because the area of a rectangle = length x width, and the area of a parallelogram = bottom x height. Through operation, observation, comparison and other activities, students can initially understand the transformed mathematical ideas, cultivate their own abilities of observation, analysis, generalization and deduction, and develop their own spatial concepts. For another example, before teaching interest and interest rates, students can investigate the current interest rates of banks and credit cooperatives. You can also measure the height, the length of the court, the length of the blackboard, the height of tables and chairs in combination with actual activities ... Students have accumulated rich mathematics knowledge in practice, feel that mathematics is around, and arouse their enthusiasm for learning. Fourth, strengthen the organization and management of hands-on operation and improve the efficiency of hands-on practice. Many teachers have this experience. It is good for students to practice. Students' enthusiasm for learning is very high, but it is difficult to take it back, so that they can't complete the teaching task and simply don't let the students move. I think this is very unwise. In fact, before the student activities, the teacher only needs to think carefully about all the details that may appear during the operation and practice. Such as the provision and use of materials, the requirements of homework, and the treatment of individual students. In order to achieve the desired results. If it is a group cooperation, we can train the group leader in advance, reduce the factors that waste time, improve the efficiency of students' hands-on practice and operation, and are not afraid of failing to complete the teaching task. Strengthening the organization and management of hands-on operation can not only improve the efficiency of students' hands-on practice and operation, but also improve their learning efficiency. Fifth, cultivating students' innovative ability and guiding students to operate in practice will have a multiplier effect on cultivating students' interest and innovative ability. For example, when teaching "the area of a circle", students are first guided to divide the circle into 16 parts, and divide 1 part into two equal parts to form a rectangle, thus the formula for calculating the area of a circle is derived. Then, guide the students to do it themselves, try boldly, substitute the circle into other figures, and deduce the calculation formula. If students can divide the circle into triangles, trapeziums and parallelograms, they can also derive the formula for calculating the area of the circle. The whole deduction process gives full play to students' main role, so that students can taste the taste of success from practice. In a word, cultivating the practical ability of primary school students is the development need of modern quality education. In primary school mathematics teaching, teachers should strive to strengthen the cultivation of primary school students' practical operation ability and promote the development of students' thinking and ability.