Mathematics teaching in primary schools should proceed from students' reality, closely link mathematics teaching with real social life, and make mathematics problems live and mathematize life problems. Effectively let students feel that mathematics comes from life and serves life, and there is mathematics everywhere in life; Understand the value of mathematics and cultivate mathematical consciousness. So as to experience life and know the society.

First, introduce students into the classroom with life.

Math class is closely related to life. If you attend class behind closed doors, of course, you lose the fun and inspiration of this class. Inspiration should come from life. In the teaching process, if teachers can make full use of the life phenomena around students to introduce new knowledge, students will feel close to mathematics and feel that mathematics is not mysterious when they live together. Moreover, it will arouse students' strong desire to explore new knowledge. This requires teachers to intentionally accumulate some interesting mathematics knowledge closely related to life in their daily life.

For example, in the teaching of "determining the starting line", the multimedia is used to show the athletes' respective positions in preparation, so that students can observe the starting lines of different track athletes and ask: Is this design reasonable? Why are the starting lines of different runways inconsistent? How to design the starting line? Make students have a strong interest in learning and actively participate in the exploration of new knowledge.

For another example, when teaching "area and area unit", I used multimedia to introduce an animation: Xiaoming is running on the playground. What does he mean by running for a week? If you put a lawn in the middle of the playground, how big is it? What does this mean? This is the "area and area unit" we are going to learn in this lesson. This cartoon comes from students' life, which is their favorite introduction form, so they quickly put themselves into the situation that they urgently need to learn new knowledge. It can be seen that students can stimulate their interest in learning by introducing new knowledge through these questions with real life background.

Second, use life to make students fall in love with mathematics.

In classroom teaching, I try to create life scenes related to the teaching content. Introduce students into real life, through observation and practice, let students understand mathematical concepts, master mathematical methods, and gradually cultivate students' ability of abstraction, generalization, comparison, analysis and synthesis.

For example, in the thinking class of "1", we introduce a new lesson by saving one grain of rice from our daily life, and then calculate the weight of 250 grains of rice through the students' scales, and then calculate that saving one grain of rice for each of the national population of1300 million can support one person 173, and it takes 65,438 to transport by trucks with a load of 2 tons. The whole process not only allows students to review the simple use of scales, the understanding of kilograms, the calculation of decimals and the method of multiplication and division, but also makes students feel the indispensability of mathematics in their lives, and makes them consciously develop the habit of saving food by lamenting the waste of numbers.

For another example, when teaching "water resources protection", first let students know about the world water resources situation and that China's per capita water resources account for a quarter of the world average, and it is one of the 13 water-deficient countries in the world. Then ask the students to investigate whether there is a waste of water around them in their lives. If yes, try to measure the amount of water wasted in a certain period of time and bring the measurement results to class. Not only let students feel that mathematics is closely related to life, but also let students realize the importance of saving water.

Third, let students display their talents with life.

Mathematics knowledge needs to be consolidated, so that students can master it firmly and use it skillfully. Teachers should be good at combining the contents of classroom teaching, catching the mathematical phenomena in life and excavating the life connotation of mathematical knowledge, so as to help students effectively consolidate their mathematical knowledge. Practice or practice combined with specific practical problems in life can cultivate students' ability to solve practical problems, so that students can gradually cultivate their innovative consciousness and ability in the process of applying mathematics to practice. Therefore, in teaching, every time I learn a new knowledge, I will encourage and guide students to go deep into real life, solve some practical problems, and truly apply what I have learned.

For example, in the lesson of "reasonable deposit", I first asked students to use their spare time to investigate the interest rates of various deposits in various banks. Then use math activity class to organize students to do simulated deposit activities, and set up a scene: mom is going to deposit 1000 yuan for herself to go to college six years later. Help my mother design a deposit method and see how it is more reasonable. For another example, in the lesson "Learn to manage money", students use statistical knowledge to help their families make a good living budget and understand their parents' hardships. Most children also got rid of the habit of spending money indiscriminately and donated money to earthquake-stricken areas and drought-stricken areas. Through this kind of teaching, students are subtly educated in the ideological and moral education of diligence and thrift, and also cultivate the character of caring for others and caring for society.

Through these practical activities with strong flavor of life, students really feel the value and wide application of mathematics in life. But also make students have more opportunities to contact with mathematical problems in real life and production practice, make students realize that there are mathematical problems in some things around them, develop the habit of consciously observing and understanding things with mathematical views, and gradually learn to express simple practical problems as mathematical problems.

The combination of life and classroom learning enables students to learn to explore independently, learn to explore cooperatively and broaden the perspective of looking at problems in the process of independent activities. Combination of comprehensiveness and singleness, combination of practice and classroom, classroom is life, and life is classroom, so as to truly realize large classroom.