In daily teaching practice, I find that many mathematical knowledge and concepts are often abstract and difficult for primary school students. Only by attaching importance to students' hands-on operation in teaching can students understand mathematics knowledge. From the perspective of human brain thinking, primary school students can only leave a deep memory in their brains if they operate and practice by themselves. So my practice in daily teaching is: not only let students listen and watch, but more importantly, let students operate by themselves. It also makes use of the psychological characteristics of primary school students' active curiosity to make students operate independently, explore independently and study cooperatively in classroom teaching. Let me talk about my own practice.

First, let the students do the actual operation and ask questions in the operation.

Traditional mathematics teaching pays attention to the leading role of teachers, and excessively weakens the main role of students. Teachers do all the work and students passively accept it. In the long run, teachers are tired of teaching and students are tired of learning, and the effect is not good. Therefore, in teaching, I attach great importance to the cultivation of students' practical ability, so that students can play while learning and create a relaxed teaching environment. For example, when teaching "division with remainder", let students take out their nine sticks and put them on a pendulum to make several triangles; A few rectangles, how many are left. After the students operated, the teacher asked: What did you find? Can you put another rectangle in the rest? How to calculate the formula? This is what we are learning today: (blackboard writing) "Division with remainder". The remaining 1 is called remainder, which can not only arouse students' inquiry, but also break through the teaching difficulties and let students understand and master division with remainder.

Second, cultivate students' interest in hands-on operation and stimulate students' thirst for knowledge

Interest is the best teacher. Cultivating students' interest in mathematics, stimulating students' interest and respecting students' curiosity and thirst for knowledge are the primary tasks of mathematics teaching. Zankov, an educator in the former Soviet Union, pointed out that "anything without real curiosity and interest is easy to evaporate from memory." Therefore, in order to make students grasp what they have learned more firmly, I pay attention to cultivating their practical interest in regular teaching. For example, in the fifth chapter of the first volume of the fifth grade, exercise 15, the seventh question, make a rectangle with wooden strips, with a length of 18 cm and a width of 15 cm. What is its circumference and area? If you pull it into a parallelogram, will the perimeter and area change? This kind of topic itself is very attractive, and students are eager to know whether the perimeter and area have changed if it is drawn as a parallelogram. In this case, I know that students' interest and thirst for knowledge have come up. In order to deepen their impression and leave a deep memory in their minds, I stimulate students' interest according to the situation, let them nail the hard paper strips prepared before class into rectangles with books, and let them measure their own length and width respectively, and calculate their perimeter and area. Then pull, pull into a parallelogram. Let the students look at the parallelogram in their hands. Its bottom is actually the length of a rectangle (unchanged), and its height becomes shorter when the parallelogram is stretched. According to the area formula of parallelogram, its area is getting smaller and smaller, so it can be seen that its area has changed. How to change it? The students said in unison, "It's changed, it's smaller." Through students' hands-on practice, I quickly achieved the teaching effect I wanted. I realized that only when students study with curiosity and interest will they learn what they want to learn.

Third, cultivate students' practical ability and develop students' thinking of learning mathematics.

In primary school teaching, according to the characteristics that students' thinking is based on concrete images, students should discover the law through observation and practice, and seize the opportunity in the teaching process according to the law from perceptual knowledge to rational knowledge, so that students can discover the law through practice and observation and expand their thinking. Take "Mathematics Wide Angle" 1, the second volume of the fourth grade, as an example. Students plant trees on one side of the path with a total length of 100 meters, and plant one tree every 5 meters (both ends). A * * *, how many seedlings do you need? I asked my classmates to draw a line segment of 10 cm in their exercise books and plant a tree every 2 cm (both ends should be planted). Take a look, how many seedlings does a * * * need? 2 1 cm long line segments are planted every 3 cm? How about planting a 28 cm long thread every 4 cm? Through comparative analysis, it is found that the total length divided by the interval distance plus 1 equals the total number of trees. At this time, I told the students that if we want to plant both ends, we can draw such a conclusion, and write on the blackboard: total length ÷ interval distance ÷ 1 = total tree. Using the formula obtained by practical operation, students can complete the example 1 quickly and get better results. The conceptual formula obtained by students through hands-on and brain thinking not only develops students' hands-on and brain thinking ability, but also deepens students' impression of what they have learned and improves students' learning efficiency.

In teaching, we must attach importance to students' hands-on operation and active participation, and start thinking with the help of operation, so that students can change from passive acceptance of knowledge to active acquisition of knowledge. Let students from perceptual to rational, from phenomenon to conclusion, give full play to students' initiative and enthusiasm, let students discover themselves in repeated explorations, feel the fun of learning, and improve the level of mathematical thinking. The cultivation of hands-on operation ability serves for students to learn mathematics knowledge, and hands-on operation is only a teaching means and method. The application of hands-on operation should be organically combined with other teaching means and methods in order to achieve better teaching results. By learning mathematics through hands-on operation, students can give full play to their dominant position in classroom teaching, fully mobilize their initiative and enthusiasm in learning, improve their overall quality and greatly improve the effect of classroom teaching. So I think it is very important to cultivate students' practical ability in primary school mathematics teaching.