Mathematics originates from life and is rooted in life. Mathematics teaching should start from students' life experience and existing knowledge points, talk about mathematics in connection with life, mathematize life experience and make mathematics problems live. Stimulate students' interest in learning mathematics, let them deeply realize that life can not be separated from mathematics, and mathematics is the key to solving life problems, thus enhancing their interest in learning mathematics. When I opened the math textbook for grade one, I was impressed that it was as beautiful as a fairy tale book. Every class has a scene story, which integrates mathematics knowledge into the life that students are very familiar with and is closely related to the life around them. Most freshmen have received pre-school education and learned some life knowledge related to mathematics in their lives, so they are not ignorant of mathematics. In the first unit of practical mathematics teaching, I tried how to use students' existing life experience to guide students to learn to recognize numbers, and achieved good results. First, cultivate students' desire to learn actively, and make students realize that there is mathematics around them. In mathematics teaching, we should be good at guiding students to observe practical problems in life and feel the close relationship between mathematics and life. Before learning the first unit "Happy Campus", I will lead students to be familiar with the picturesque campus and participate in various activities inside and outside the class, so that students can experience the richness of school life and enjoy the upcoming campus life. When I taught Information Window 2 "The Eagle Catches the Chicken", I took my students to the "big classroom" of the playground to play games and organize teaching activities. Learn the understanding of 1- 10 through the game "the eagle catches the chicken" that students are very familiar with and love. Let the students count "How many children are there in the game?" "How many male students are there?" "How many girl students are there?" Wait, in the process of counting the number of girls with long braids, we perceive another meaning of numbers-"ordinal number". Throughout the class, the students "played" happily, and the atmosphere of the "big classroom" was very active, changing the boring and passive classroom. Every student actively participates in game learning and has a high enthusiasm for "learning". Students have successfully completed the learning tasks of the whole class without knowing it. This kind of mathematics classroom makes students deeply realize that mathematics is around, there is mathematics around them, and it is very close, which makes students gradually feel intimate with mathematics, thus cultivating students' desire to learn actively. Second, discover the mathematical problems in life and learn to explore and solve mathematical problems with the help of life experience. The establishment of students' pre-school mathematics knowledge and life experience depends on real life practice, which is a reality that students can see, touch and hear. The mathematical problems in life are vivid and inspiring, which can awaken students' existing life experience, enhance their learning motivation and confidence, help guide students into the mathematical situation, and also help students to develop their thinking. Teachers should be good at digging life pictures in mathematics content, making mathematics close to life, and guiding students to discuss and solve mathematics problems in organizing student activities: in the teaching of science and technology group activities in Information Window 1, students are solving the question marked with red dots "How many planes are there in the sky?" At this time, guide students to look at the numbers, so that students can make full use of the information in the situation map to understand the meaning of each number, and then contact life, widely select familiar problems in students' lives, and further understand the meaning of numbers. How many windows are there in our classroom? How many lights? How many trees are there in front of the classroom? ""How many people are there in your family? How many pencils do you have ... "Wait. In teaching, I pay attention to choosing what students are interested in, asking mathematical questions, seeking support for students to explore new knowledge in life, and letting students learn to think and explore problems with the help of life experience. Third, it is children's nature to consciously create an active learning atmosphere and lively and interesting learning situations. Tolstoy said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "Interest is a positive cognitive tendency of people towards objective things. How do children acquire knowledge in play? I arranged a lot of different games and stories according to the different learning contents of each class ... In the first unit "Happy Campus-Knowing Numbers within 10", I took students to the playground to do "Tug of War, Eagle Catching Chickens, Small Sports Meeting" which they are very familiar with and like, and asked them to count "Tug of War" while playing. How many children are there on the left? What about the right? In the sports meeting, where did the sixth athlete rank? 1 What's the athlete's number? And so on ... "In the active learning atmosphere and interesting and favorite" games ",students learned to understand the numbers 1- 10. Fourth, cultivate children's mathematical practice ability. Many children will add and subtract within 100 before going to school, and the number within 100 is even more. However, if put into concrete life, it is not so satisfactory. The thinking ability of general mathematics will begin to develop after the age of 5. First-year students can only count mechanically, but the meaning of logarithm is not necessarily clear. So we should strengthen mathematics and life. For example, 3 people, 1 pencil, 5 flowers, etc. Gradually establish the concept of number in life and understand the meaning of number. Make students get exercise in life practice, truly integrate mathematics into real life to better serve life, and at the same time use life experience to better serve mathematics learning and lay a solid foundation. In short, mathematics teaching allows students' life experience to enter the mathematics classroom, provides students with opportunities for personal experience and hands-on operation, and guides students to learn mathematics better. In this respect, I have benefited a lot. Through the teaching practice last semester, the students in our class have a strong interest in learning mathematics, which has changed the boring mathematics learning in the past. Students have made a qualitative leap from "I want to learn" to "I want to learn and I like to learn", and students have become fond of learning mathematics. My teaching work has also become very smooth. There is no "persistent problem" among students who have a headache when they see mathematics. Work efficiency has been greatly improved, and students' academic performance has improved significantly. The new curriculum standard also clearly puts forward to us: "Mathematics teaching should closely connect with students' real life, create vivid and interesting situations according to students' life experience and existing knowledge, and guide students to observe, operate, guess, reason and communicate. Enable students to master basic mathematical knowledge and skills through mathematical activities, and initially learn to observe things and think about problems from a mathematical point of view. Stimulate the interest in learning mathematics, as well as the desire to learn mathematics well, and establish self-confidence in learning mathematics well. Networking products