Introducing knowledge with real questions close to students' real life can guide students' thinking, adjust their emotions and learning atmosphere, and create a good teaching atmosphere. According to the cognitive law of junior high school students, the closer they are to the actual learning content, the easier it is for students to accept it. When students observe and think in real life, their interest in learning will be stimulated as never before, and the learning effect will be twice as effective. Therefore, in teaching, it is necessary to enumerate life examples related to the content of teaching materials, design questions close to life and full of thinking, so that students can feel the life of mathematics, realize that mathematics comes from life and serves life, and realize that mathematics is an essential tool for people to learn, participate in productive labor and learn modern science and technology.

For example, in the teaching of inequality, the teacher gave the following questions: A factory spent 2,600 yuan during the National Day, and the trade union decided to spend at least 500 yuan but not more than 600 yuan as the activity fund for the National Day entertainment party. The rest of the money was used to buy T-shirts or scarves as souvenirs for 40 employees attending the National Day party, and everyone was the same. As we all know, every scarf is cheaper than every T-shirt. 20 yuan, 400 yuan is just enough to buy 2 T-shirts and 7 scarves. How many schemes are there to buy T-shirts and scarves? Which scheme can make the party's activities get more funding? Teachers guide students to apply inequality knowledge to solve the above problems, and further let students know that using inequality knowledge can solve practical problems such as product sales, profit and price rise and fall in social production. According to the teaching practice, teachers write the contents related to students' life and social activities according to the requirements of the syllabus, and integrate teaching into real life, so that students can realize that using the learned mathematics knowledge can solve many related problems in real life, thus deeply realizing the importance of mathematics application and further strengthening the consciousness of mathematics application.

Second, strengthen the awareness of mathematics application in autonomous learning

In mathematics teaching, creating problem situations according to students' reality, stimulating students' autonomous learning mechanism, and acquiring knowledge by arousing students' questioning, autonomous inquiry and cooperative communication are helpful to develop students' creative thinking, form applied skills and cultivate students' autonomous learning ability. In the teaching process, teachers should not only let students acquire mathematical knowledge, but also stimulate students' strong and lasting interest in learning, so that students can master basic learning methods and skills in the learning process, promote students' ability to acquire knowledge and information independently, and lay a good foundation for lifelong learning.

In the process of students' autonomous learning, teachers strengthen students' awareness of mathematical application by creating problem situations close to life, develop students' practical application ability by broadening the application channels of mathematical knowledge, guide and encourage students to apply mathematical knowledge to solve practical problems in teaching practice, cultivate students' initiative to link what they have learned with real life, and further promote students to transform their knowledge into their own quality and practical ability. And enable students to truly acquire their own knowledge and skills, which is of great significance to further develop students' thinking quality and improve their learning ability. Only in this way can we prevent mathematics teaching from becoming an empty sermon and students' learning from becoming their actual needs. Only by letting students overcome their weariness and fear of difficulties in the process of mathematics learning can they really stimulate their inner motivation to learn mathematics, reflect the true value of mathematics discipline and show its rich and powerful vitality.

Third, cultivate the ability of mathematics application in comprehensive practical activities.

One of the effective ways to improve students' mathematical application ability is to strengthen the guidance for students to apply mathematical knowledge to solve practical problems in comprehensive practical activities such as practical homework and inquiry activities. Practical homework is an important means to cultivate students' mathematical application ability. In the process of practical work, combining practical tasks with teaching content can further consolidate students' mathematical knowledge and application skills, improve students' ability to analyze and solve problems, and thus develop students' mathematical application ability.

Mathematical inquiry activity is to let students explore some mathematical problems independently, or study some problems in daily life from the perspective of mathematics, so that students can understand the formation process of mathematical concepts and theorems through the exploration process and how to apply mathematical knowledge to real life. Teachers' deepening and concretizing inquiry activities in teaching can enable students to use their existing knowledge and experience to solve a series of problems closely related to real life through independent exploration and cooperative communication, thus promoting the effective development of students' ability to analyze and solve problems. Teachers should make use of the characteristics of junior high school students' wide interests and active thinking, and not only carry out inquiry activities in textbooks, but also supplement the inquiry content in real life related to teaching content to enrich the content of activities.

For example, shopping, games and other issues related to daily life, interest calculation, input and output, commodity sales and profits, population growth, construction, logistics and transportation and other issues related to social production can all be used as the content of inquiry activities. By strengthening the guidance of students' inquiry activities, teachers can improve students' level of integrating theory with practice, develop students' mathematical application ability, and let knowledge come back from life.

For example, when learning axisymmetric and centrosymmetric graphics, let students make some axisymmetric and centrosymmetric patterns, and choose the patterns that everyone thinks are symmetrical and beautiful as illustrations, sets or laces for billboards and billboards. They can also use the knowledge of axial symmetry and central symmetry to design advertising trademarks, modeling ornaments and so on. You can also use relevant knowledge to design green gardens or decorate homes and beautify the layout of buildings or rooms.

In short, teachers should pay attention to the combination of theory and practice in the teaching process, infiltrate the sense of application, strive to provide students with mathematical situations and application opportunities, organically combine teaching activities inside and outside the classroom with real life, and constantly stimulate students' interest in learning mathematics, so that students' awareness of mathematical application can be continuously strengthened, and the purpose of effectively improving their mathematical application ability can be achieved.