In the process of mathematics learning, primary school students are prone to calculation errors and mistakes due to various reasons. We often think that this is caused by students' carelessness. According to my teaching experience, as well as the age characteristics and cognitive rules of primary school students, students' mistakes in calculation and reading can not be attributed to carelessness. The reasons are as follows: 1. The number in the perceptual error question is wrong or copied wrong. Because the calculation problem itself has no plot and single shape, students are restricted by the degree of thinking development, and are prone to fuzzy perception, inattention, careless observation, and easy plagiarism of numbers and symbols. For example, some students often write "89" as "98" or "86" and "100003" as "10003". For some practical problems, there are a large number of noun terms, such as terms expressing quantitative relations: more (less), one * * *, increase, increase to, surplus, equal amount, multiple times, average, etc. Students did not accurately understand and master. 2, the interference of mindset When students encounter foreign information similar to the original enhanced information, the original information will be activated, resulting in thinking interference and easy to make mistakes. For example, students will form a fixed thinking habit in a large number of calculations and special training, but when the topic is similar to the original one, but different, they will still follow the original method of doing it, so they can't distinguish the information in time and accurately. For example, if you put a 68+10/0 in the addition and subtraction exercises that are close to integers10 and integers 100, 35+ 198 and 74+297, students will add 68 according to the certain idea of "adding more and reducing" in the simple algorithm. 3. The basic operation of skill defect addition, subtraction, multiplication and division is the basis of all kinds of complex operations. Only when students master these basic operations can the accuracy and speed of calculation be improved. Some teachers don't pay attention to the examination of questions in their usual teaching and don't give enough guidance to students' reading skills. 4. The influence of bad study habits Children are inattentive, not interested in what they have learned, not serious about repeated exercises, and have a little knowledge of new learning content, and they are most likely to be sloppy.

Connecting with practice to improve teaching efficiency

The new syllabus of primary school mathematics requires "to make students feel the close connection between mathematics and real life, and to make students learn to use what they have learned to solve some simple practical problems." This paper mainly discusses how to take students' real life as the breakthrough point, strengthen curriculum reform, improve students' participation, stimulate students' interest in learning, reflect the practical value of mathematics in attaching importance to people-oriented education, and thus achieve the purpose of improving teaching efficiency.

Keywords: life practice interest, efficiency practice

Mathematics originates from life, exists in life and is used in life. In primary school mathematics, how to simply show the process of human knowledge to students and let students feel the ins and outs of mathematical knowledge personally is the premise for students to firmly master knowledge. At the same time, students actively explore and think in the process of understanding mathematical knowledge, which is the source of cultivating students' innovative spirit and ability.

In the previous primary school mathematics teaching, teachers attached great importance to the teaching of mathematical knowledge, but paid little attention to the relationship between these mathematical knowledge and students' real life. Students learn mathematics knowledge, but they can't solve the practical problems related to it, which leads to the disconnection between knowledge learning and knowledge application, and they can't feel the interest and function of mathematics. This is very unfavorable to the cultivation of students' practical ability and innovation ability. The newly revised primary school mathematics syllabus clearly points out: "We should pay attention to learning and understanding mathematics from students' practical experience and existing knowledge. "This requires mathematics teachers to combine students' life experience and existing knowledge to design interesting and meaningful activities, so that students can actually experience mathematics around them, and practical problems in life can be solved by mathematics, thus creating a sense of closeness with mathematics, enhancing students' awareness of the application of mathematical knowledge and cultivating students' independent innovation ability.

At the same time, it is clearly stated in the new curriculum standard that teachers should not only pay attention to students' mathematics learning level, but also pay attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence. Really realize that everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics. Therefore, I think we can start from the reality of students' lives, make boring mathematics interesting by setting the situation, let students experience that mathematics is not boring, mathematics is not strange, and mathematics is around us, thus generating a strong interest in learning mathematics, so that every student can establish confidence in learning and using mathematics in the process of learning mathematics, and cultivate fearless, rigorous and realistic ideological quality, as well as the scientific spirit of loving science and being brave in exploration. It is true that primary school students have little life experience, but if teachers consciously guide them, they will get twice the result with half the effort. Here, try to explain how to improve teaching efficiency from four aspects:

First of all, contact the reality of life and cultivate interest in learning. Mathematics is inseparable from life, and life is inseparable from mathematics. Before teaching, it is the best way to cultivate students' interest in learning mathematics by guiding students to collect mathematical information in life and accumulate mathematical knowledge.

For example, before teaching "interest", I asked students to make two preparations: one is to deposit money in the bank, and the other is to study the annual interest rate for one year, two years and three years respectively. The students are whispering, eager to try, and have a strong interest in what they are about to learn. After class, they either invited their classmates, their parents, or operated independently, and completed this special assignment with great interest. During the break, the students brought their own deposit slips one after another and told me their findings: after returning home, they found that the interest rate had been lowered by comparing their parents' previous deposit slips; Some students even told me that he calculated and found that the total principal and interest filled in the certificate of deposit was less. Is it because the bank made a mistake ... in this way, it not only avoids the interest teaching formula, but also closely links mathematics with life.

Facts have proved that if a teacher is a conscientious person, he can guide students to look for mathematics materials from life and feel that there is mathematics everywhere in life. If he is there, he will have a sense of intimacy, which is conducive to the formation of deja vu acceptance psychology. For example, when going to school, students can predict how long it will take to get to school to avoid being late; Travel abroad, estimate how much money you need to bring back.

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