First, create situations and experience that mathematics comes from life. Psychological research shows that the closer the learning content is to the life situation that students are familiar with, the higher the degree of students' conscious acceptance of knowledge. Therefore, teachers should pay attention to the selection of materials and scenarios related to students' life background, so that mathematics can become a reality that students can see, touch and hear, provide rich and interesting resources for students to discover and explore mathematical problems, and let students actively participate in learning and exploration.

For example, in the teaching of "9 plus several", there can be scenes of school sports meeting. Ask the students to talk about what you see in the picture. Another example is the "classification" class. First, you can put a lot of daily necessities, drinks and other things on the tables of each group, and let students be salespeople to sort these things on the counter.

In this way, starting from the familiar situations around students or in their lives, let students experience that there is mathematics everywhere in life, let them feel the close connection between mathematics and real life, increase their confidence in learning and applying mathematics, and then mobilize their enthusiasm for learning.

2. Cultivate students to find problems with the help of "life experience". Although I am a first-year pupil, I have already had some life experience. Teachers should pay attention to cultivating students' ability to understand and ask simple math questions from life. For example, in the teaching of On Our Campus, there can be a scene where students usually engage in activities (some are jumping, some are running and some are playing games). The teacher asked, what do you see here?

Some students took part in the long jump. Yes, there are so many activities for children. Who can tell the teacher how many people are there in the long jump? After solving this problem, he said, "Who can watch the children's activities like a teacher and ask more math questions?" At this time, students will say, "How many people are running? How many people are playing games?

Some students will say, how many people are there in the long jump and running? How many people are there on the playground? In this way, by reappearing the scenes in students' study life, students are encouraged to ask mathematical questions, so that students can have a preliminary understanding of how a mathematical question is raised and realize that there are many mathematical problems in real life.