Practice &quot;Practice&quot; extract the main points 1, through the cognitive ability of students to practice. ?A kind of learning and thinking skills are extremely important wisdom is cognitive. In modern learning theory, cognitive ability is a &quot;control process&quot;, which students select and adjust their observation, attention, understanding, memory and imagination of the content 过程. Students learn to practice as an integral part, can help students improve their cognitive skills, teachers purposefully designed to select some typical exercises that can train and develop cognitive abilities of students. Yanglian Jing Wang Gang: &quot;Exercise&quot; Shanghai Education Press, 2004, p. 16 2, the logic of students through the exercise capacity. ?Practice should be designed to consolidate knowledge, the formation of skills, emphasis on training students to logical thinking. Some can be designed to help students to deduction, induction, analogy, logic of dialectical thinking, capacity development and other aspects of the practice, optimization of the students in problem-solving strategies, but also can promote students logic capabilities. Yanglian Jing Wang Gang: &quot;Exercise&quot; Shanghai Education Press, 2004, p. 19 3, the practice of students through the exercise capacity. ?Special classroom practice is mainly embodied in it is not new knowledge, but knowledge of the application. As students practice in the curricular process, according to the new knowledge acquired, and knot and old knowledge to solve specific problems in this process, through the experience of the students themselves, they can develop their practical abilities. In the new curriculum standards that training methods to improve learning, we should like, attach importance to training system in the open, practical, research, applications and integrated. In primary schools, mainly to students through the exercises several practical ability: writing skills, operational capacity, practical ability, ability to apply comprehensive knowledge. Yanglian Jing Wang Gang: &quot;Exercise&quot; Shanghai Education Press, 2004, p. 40 4, class exercises designed to have specific and stratification. ?First, design practice and student teaching content should both the reality, according to course content and students to accept Yaoqiu ability to make --- Jiu Shi Lian Xi has targeted children to meet the cognitive rules of thinking pattern and level of knowledge, neither too easy, should not be a tricky question, strange title, in conjunction with the practical and understanding of student life, to focus on teaching content, difficult and critical design practice, especially for the content of error-prone to be strengthened in order to acquire knowledge through practice major and difficult. Second, the practice designed to have hierarchical gradient, let the students step by step. Yanglian Jing Wang Gang: &quot;Exercise&quot; Shanghai Education Press, 2004, p. 11 5, class exercises to practice to attract students to take the initiative. ?Classroom exercises designed to pursue diversity, from the Questions in view, can I count practice essays for the exercise, choose to practice, practice judging, comprehensive training, operational exercises, Various types of exercise can be an interlude for class time, so as to prevent students who feel the same form of repeated fatigue; stimulate student interest from the perspective of the design practice should also be new forms, new themes, new requirements, and to maintain the interesting subject. Yanglian Jing Wang Gang: &quot;Exercise&quot; Shanghai Education Press, 2004, p. 12 ? ? ? ? ? ? ? ? ? ?