Focusing on mathematics teaching under the new curriculum, we should help students accumulate experience in mathematics activities in their lives, and rely on, use and improve students' life experience. (1) According to students' life experience, we should strengthen the connection between mathematics and life in mathematics teaching, but this connection must be natural and appropriate and meet students' interests. It can be seen that under the advanced teaching concept, teachers not only design life-related resources, but also pay more attention to students' life interest, life experience, life experience and life reality. I have seen such a case: in the teaching possibility class, let students watch an animation first: in a sunny spring, birds are flying around. Suddenly it was cloudy and the birds flew away. This change aroused the students' strong curiosity, and then the teacher immediately threw out a question: It's cloudy, what might happen next? Students will consciously contact their existing experience to answer this question. Students think: it may rain; It may thunder and flash; There may be wind; It may always be cloudy and will not change; Maybe it will clear up again after a while; It may even snow. The teacher went on to say and demonstrate: everything the students just said can happen, and some of them are very likely to happen, such as rain. Some things are unlikely to happen, such as snow. What else could happen around us? What can't happen? What is likely to happen? Through this kind of situational introduction, students have a preliminary feeling of the meaning of possibility. Because of the possibility of learning, the key is to understand that the occurrence of things is uncertain and the possibility of things is large or small, so that students can contact the weather changes in nature and lay the foundation for the concept teaching of possibility. (2) Using students' life experience, students' understanding of knowledge needs rich experience background. Without life experience, it is difficult for students to ask questions on their own initiative, and it is also difficult to improve their ability to solve practical problems. It is necessary to take the teaching resources around students as the carrier, closely contact with each other, and teachers should create active learning and inquiry activities for students, so that students' dominant position can be fully reflected. Teachers are only organizers and participants in teaching activities, and their guiding role is reflected in carefully creating problem situations so that students can ask questions that they really care about and really want to know from their favorite activities. Therefore, in teaching, students should always be regarded as the main body of learning to awaken their life experience, thus stimulating their interest in learning and improving their ability to analyze and solve practical problems and innovative consciousness. (3) Improving students' life experience Mathematics often has different meanings from adults in the eyes of primary school students. For primary school students, mathematics is their explanation of mathematical phenomena in life. Therefore, teaching should start from students' existing life experience and mathematical reality, and interact with the contents of the teaching materials. With the help of teachers, students can do mathematics by themselves, collect materials and gain experience through observation, imitation, experiment and guess, and make analogy, analysis, induction, summary and sublimation of the experience of mathematical phenomena in life, so as to enrich and develop students' mathematical facts and gradually build a more standardized and systematic mathematical fact. As a teacher, we should be good at using the representation function of life experience to guide students to carry out mathematical inquiry in depth.