Long-term teaching practice shows that it is difficult to achieve the goal of optimizing teaching only by cultivating students how to solve problems and how to get high marks in exams. In order to enable students to acquire useful knowledge in the real sense, it is also necessary to cultivate students' awareness of application, to apply what they have learned in daily life, and to further realize the value of learning mathematics. Comprehensive analysis, the role of cultivating students' application consciousness in primary school mathematics teaching includes: first, to make students stop blindly answering mathematics questions, so as to realize the significance of learning mathematics more deeply [2]. Secondly, after students' application consciousness is cultivated, they can closely link mathematical problems with daily life, thus enhancing students' ability to analyze and solve problems. Thirdly, the teaching methods of mathematics teachers have been effectively improved, thus laying a foundation for improving the quality of mathematics teaching.
Second, by creating situations, students can understand the practical significance of mathematical knowledge.
In teaching, enhancing students' awareness of mathematics application can help students understand the extensive application of mathematics knowledge in life by creating relevant situations. For example, when teaching the meaning of decimals, teachers can create a simple situation: the picture of Liu Xiang in the men's 1 100 meter hurdles final of Athens Olympic Games. The students are familiar with this situation, but they are not very concerned about Liu Xiang's specific achievements. Therefore, teachers focus on teaching students to intuitively experience the size of decimals. The winning result in the final of Athens Olympic Games in Liu Xiang was 12.95438+0 seconds, and the best result in Lausanne track and field grand prix was 12.88 seconds, with a difference of 0.03 seconds. Maybe when students see these numbers for the first time, they will only think they are a simple set of numbers, but they will not realize their practical significance. At this time, the teacher can let the students sit on the same table in pairs and experience the length of 0.03 seconds by high-five. Then ask students to illustrate the application of decimals in life, such as vision 5.2, weight 35.6 kg, a bag of milk 1.40 yuan. Although students don't necessarily understand these decimals, this lead-in design can make students realize that mathematics knowledge is not unfamiliar to some extent, and it can often be seen in life, thus stimulating their interest in learning mathematics knowledge.