The second-year math students' lack of practical problem-solving ability has always been a "persistent problem" in math teaching. How to break through this "difficult problem" and effectively improve students' ability to solve mathematical problems has become an important topic to be solved urgently in primary school mathematics teaching. Now I mainly talk about some of my experiences. First, guide students to carefully examine the questions and truly understand the meaning of the questions. Failure to correctly understand and grasp the meaning of the problem is the main reason for the mistakes. Therefore, students should master the basic problem-solving steps: (1), reading questions. Understand the meaning of the problem and understand the reason. (2) look at the problem. Pay attention to the questions you ask. (3) Choose an algorithm. Use the meaning selection algorithm of addition, subtraction, multiplication and division according to the problem. (4), column calculation, oral answer. (5) reflect on the problem-solving process in an orderly way. Make students experience the process of finding, asking and solving problems from life, the close relationship between mathematics and daily life, and the role of mathematics in daily life. Second, deepen the understanding of knowledge with hands-on operation. For the teaching of lower grades, I can basically conduct classroom teaching around the teaching mode of "using intuition, showing the process and inspiring thinking". In addition to the teacher's demonstration, some topics can also guide students to simulate painting by themselves. We can use the disk as a teaching aid to let some students operate on the blackboard, which can reduce the difficulty of students' understanding of knowledge. With the help of intuitive demonstration and previous students' knowledge, find out the correct solution, guide students to operate, simulate the problem-solving situation, and gradually cultivate students to understand the meaning of the problem independently. Third, pay attention to the understanding of quantifiers and mathematical terms, and attach importance to the analysis of quantitative relations. In the usual teaching, students should be properly trained to know more about some mathematical terms and pay attention to the understanding of quantifiers and mathematical terms, so as to lay a solid foundation for future study and problem solving. Confusable words such as "add" and "add to" cannot be accurately distinguished, which leads to the wrong interpretation of the meaning of the question, thus affecting the correct rate of solving the problem. We can make appropriate adaptation according to the life experience and cognitive level of primary school students, and guide students to discuss words that students may misunderstand in advance, so that every student can accurately understand the information contained in the topic. By strengthening the processing ability of language, the influence of Chinese knowledge can be reduced. Therefore, teaching should be like Chinese teaching, so that students can understand the meaning of every word, word and sentence in the question and cultivate their reading ability in written language. In short, primary school mathematics teaching should establish a "student-oriented"; In line with the idea of guiding students, we should closely combine mathematics learning with real life, improve students' interest in learning mathematics, let students find and explore problems in familiar and interesting life situations, cultivate students' mathematical ability, and cultivate students to look at life from a mathematical perspective and solve practical problems in life. Let students "learn mathematics in life and feel life in mathematics".