First, mathematical problems have a real life background. Most of the exercises that students usually do are purely mathematical problems that have been manually processed. Although some themes come from real life, most of them have become pure "application problems" models after finishing. In fact, editors (teachers) complete the process of collecting information from real life, not students. Students can solve problems by "copying" familiar methods or formulas into the model, which reduces their ability to understand and analyze problems. The grim facts tell us that in daily teaching, teachers should present real problems in life to students as much as possible, or simply process them, and never "condense" them into 100% pure mathematical problems.

Second, let mathematics study return to real life. We say that mathematics comes from life, and mathematics in life has fresh vitality. All teaching and learning that is divorced from the reality of life are pale and powerless. Because students have never done business, they naturally don't know the way of business. If before talking about this topic, the teacher used the business resources of the students' parents, relatives, friends and other acquaintances, grouped them, conducted some data investigation and collection after making good contact, and then communicated with the shopkeeper, observed on the spot, interviewed some customers and other activities, I think the teacher wanted to silence them at that time, and they would not want to. Therefore, teachers should guide students to carry out some practical activities such as small investigation, small practice, small experiment and small research in daily teaching, so as to promote students to integrate mathematics knowledge into hot life and enhance their mathematical application ability. Encourage students to apply life experience to solve mathematical problems and improve their understanding of mathematics. Students can also be organized to carry out a series of thematic mathematical practice activities. As front-line teachers, it is necessary for us to give students a pair of "mathematics" eyes and cultivate students' awareness of caring about society, life and self.

(A) the creation of life scenes to cultivate students' interest in learning. Einstein said, "Interest is the best teacher." Therefore, in mathematics teaching, teachers should create life scenes in combination with the teaching content, vividly display the mathematical prototype in life in class, and let students learn and understand mathematics from familiar things around them. For example, when teaching Average, the teacher who wrote the graduation thesis chose two teams to have a racket match. There were three people in each team, and one of them took notes. After the competition, the teacher announced the total score to the society; Then the teacher helped the losing group hit the ball, and as a result, the group in which the teacher participated turned the tables. To this end, students have raised their hands to show that the teacher is unfair, that is, the number is different. So as to create a scene for general learning, let students think positively and find a "fair" way. In this way, they not only stimulate students' interest in learning, but also cultivate their learning ability and acquire new knowledge.

(2) Hands-on practice to improve students' interest in learning. "New Curriculum Standard" points out: "Effective mathematics learning activities are not simple dependence, imitation and memory, but hands-on practice, independent inquiry and cooperative communication are the main ways for students to learn". According to the curious and active psychological characteristics of primary school students, in classroom teaching, we should appropriately increase the opportunities for hands-on operation, so that students can participate in activities with various senses through practical operations such as watching, touching, folding, cutting, swinging and drawing, organically combine unintentional attention with intentional attention, promote students to closely link external activities with implicit thinking activities, and make students change from intuitive operation to image thinking, and from perceptual knowledge to rational knowledge. Strengthened the understanding and memory of mathematical concepts. It not only improves students' operational ability, but also cultivates students' innovative spirit.

Thirdly, design exercises flexibly to improve students' interest in learning. In classroom learning, we should strive to be novel in form, entertaining and entertaining, reduce mechanized procedures and enhance students' interest in learning.

For example, exercise design can display numbers with the eyes of small animals that students like, and display operation symbols on the noses of animals. In this way, static exercises are personified, from static to dynamic.

Fourth, real-time multi-evaluation breaks the silence of students "kiss their teachers and believe in their ways." In the process of teaching, without the encouragement and positive evaluation of teachers, teaching is unsuccessful. If teachers give affirmation to every reasonable idea of every student, let students get psychological satisfaction and experience the joy of success, thus strengthening learning motivation and enhancing learning confidence and purpose. Strengthen the good side of students and encourage as many students as possible to participate in it with kind words. Creating a pressure-free and authoritative classroom atmosphere not only mobilizes students' enthusiasm and interest in learning mathematics, but also effectively cultivates students' imagination and flexibility of thinking.

For example, provide opportunities for success and give incentive evaluation. "In people's hearts, there is a deep-rooted need to become discoverers, researchers and explorers, which is particularly strong in children's spiritual world." Only through their own personal experience can children feel their own strength and gain a successful experience. The feeling of success is really good, and the pleasure it brings will arouse an irresistible motivation. However, the differences among students exist objectively, and their feelings of success are also quite different. So, how can we really face all the students so that every student can experience the joy of success? The author believes that, in the final analysis, it is still necessary to reform teaching methods and learning methods: first of all, in teaching design, we should not only design the way of imparting knowledge, but also design the way of evaluation. Where to evaluate, teacher evaluation, classmate evaluation, or self-evaluation ... this is a problem that needs great efforts to think about. Secondly, the learning methods should adopt "cooperative learning" and "inquiry learning" as far as possible ... Only in this way can students have the opportunity to truly discover, constantly explore, and constantly get the evaluation and encouragement from teachers and classmates, so as to continuously gain a successful experience. In this learning process, teachers should also try their best to teach students various learning strategies, so that students can form strong learning ability.