Mathematics teaching is also the teaching of mathematics language. In the same class, students taught by different teachers have different degrees of acceptance, which mainly depends on the language level of teachers. Especially in mathematics classroom teaching, students should accept and understand boring and abstract mathematics knowledge, and teachers without high-quality language arts are incompetent. In view of this, it is an important means to guide students to understand and learn mathematics by combining their cognitive characteristics, hobbies and psychological characteristics. For example, in the teaching of "interest", the author asked: "I have 10000 yuan at home for the time being, but it is not safe to leave cash at home. Please help the teacher find a way to deal with the money better? " There are many ways for students to answer, and then take the opportunity to guide students: "It is safer to choose savings. Before saving money, I also want to know something about saving money. Which classmate can introduce it? " The students competed to speak. After fully perceiving the benefits of "saving", the students introduced "related matters of saving" on their own initiative, and unconsciously learned knowledge and realized that life is closely related to mathematics.

Create the life situation of classroom teaching

Psychological research shows that the closer the learning content is to children's life experience, the higher the students' conscious acceptance of knowledge. In classroom teaching, teachers should design mathematics activities according to students' familiar life situations and interesting things, so that students can immerse themselves in the situations and stimulate students to discover, explore and apply. Students will find that what was previously ignored actually contains such rich mathematics knowledge. For example, teachers can bring students' spring outing to teaching. "Students go for a spring outing, competing to go boating. There are seven boats in the park, each with six people. As a result, 18 people were waiting on the shore. " In class, let students make up their own questions and solve their own problems according to the situation. In this way, not only the subjects lacking the flavor of life in the teaching materials become vivid mathematical problems from life, but also students are encouraged to actively participate and explore.

Combine life practice.

Mathematics is a highly abstract subject, and the thinking of primary school students is mainly visual. In order to make students grasp the laws of mathematics more easily, in classroom teaching, the author tries to create life scenes related to the teaching content, introduce real life, let them understand mathematical concepts through observation and practice, master mathematical methods, and gradually cultivate their abilities of abstraction, generalization, comparison, analysis and synthesis. For example, when there are problems in teaching, there are three kinds of problems: moving in opposite directions (or moving in opposite directions), moving in opposite directions and moving in the same direction. In order to enable students to find out the connections and differences between the three problem-solving laws, the author organized students to perform a small performance: two people at the same table made a demonstration of three situations in the encounter problem, and freely searched for performance venues inside and outside the classroom. After five minutes, they concentrated on exchanging performances. The students were in high spirits and started their performance with smiles on their faces. Through this practical exercise, students have deepened their understanding of three situations when they encounter problems.

Let students feel that mathematics comes from life.

"Let the podium become the stage, the classroom become the society, the students become the actors, and the teachers become the directors", which organically combines mathematics with life, study and activities, makes the process of students' application of mathematics interesting and life-oriented, and makes students feel that mathematics comes from life, thus stimulating students' interest and desire in learning mathematics and cultivating students' comprehensive quality of mathematics.

Students express their new ideas and discoveries in mathematics learning with language, which can help students to think and explore problems systematically, deepen their understanding of problems, find successful feelings and experiences, and enhance their self-confidence in learning mathematics. In teaching, letting students write the story of "Me and Mathematics" and "math diary" can cultivate students' ability to feel mathematics, deepen their understanding of what they have learned, and guide them to feel that mathematics is close at hand, and mathematics is closely related to life. For example, let students write at home, what mathematical knowledge did mom and dad use, and what mathematical knowledge did they use to go shopping ... By recording math diary, students not only explored mathematics in life, but also understood that mathematical knowledge is not only useful, but also ubiquitous in life, which cultivated students' comprehensive literacy; By reading students' "math diary", teachers can also know whether students have a strong sense of "learning and using mathematics", thus making future teaching more targeted.

In short, in primary school mathematics teaching, we should start from students' real life, talk about mathematics in connection with life, mathematize life experience, bring mathematical problems into life, and introduce vivid themes from social life into the big classroom of learning mathematics, so that students can feel the connection between mathematics and real life, thus stimulating students' interest in learning mathematics, enabling them to learn to observe and analyze the real society from the perspective of mathematics, solve phenomena and problems in daily life, and form a scientific spirit of courage to explore and innovate.