How to improve students' problem-solving ability in junior high school mathematics teaching? As a teacher, we must first have a sense of responsibility and sacredness, and break the sacred frame of "being a teacher and showing dignity". Whether students can play the role of learning subject is closely related to the attitude of teachers. Ordinary students always like teachers who are always smiling, affable, humorous and tolerant, but reject those who are serious, narrow-minded, strict and sarcastic, so it is very important for teachers to update their concepts and change their roles.
How to improve students' problem-solving ability in biology teaching in senior high school should make every student succeed at all levels and try to make every student experience the success of learning, so that the motivation for middle school students will be greater and their enthusiasm for participating in learning will be higher.
How to improve students' reading ability in high school mathematics teaching Yao Bengbu Railway Middle School
Mathematics is a science, a culture and a language to describe science. With the development of society, the progress of science and technology, and the mathematicization of society, it is impossible without good basic skills of mathematics reading. Mathematics reading is a complete psychological activity process, including various psychological activity factors such as the perception and recognition of language symbols (words, mathematical symbols, terms, formulas, charts, etc.). ), assimilation and adaptation to new concepts, understanding and memory of reading materials, and active cognitive process of constant hypothesis, proof, imagination and reasoning. Because the mathematical language itself is symbolic, logical, rigorous and abstract, it is given to students.
The ability of abstract generalization, reasoning and argumentation, calculation and solution, data processing and other abilities in senior high school mathematics ability requirements are all tested by test questions, so the reading ability of students directly affects the test results. In the process of examination, students tend to be careless and lose a lot of points that should not be lost every time. The specific symptoms are: the topic is wrong, the problem can be solved, the sub-topic is fundamentally wrong, and the thinking is correct, but the calculation error and copying error lead to the loss of points or the inability to count. Spot checks found that the main reason for careless loss of points was that reading methods were not well mastered. How to teach students to read in the teaching process is a subject that every math teacher needs to study. Teachers are the dominant and students are the main body. Let students learn to study independently. Only through the correct teaching of teachers can students change from reading to reading.
. That is, browse the stem first,
gather information
For example, in an acute triangle △ABC, if A=2B,
A, b
The angles are respectively
A, b
Conversely, the following statement is correct: ① sin3b = sinc23④ Please fill in all the correct judgment serial numbers on the horizontal line.
There is one question.
Acute triangle, A=2B,
A, b
The angles are respectively
A, b
Three conditions and four judgments of the opposite of. Especially the condition of acute triangle is very important to solve this problem.
Another example: The first item is arithmetic progression {{an}}. Starting from the item 10, the value of each item is 1.
What is the range of tolerance d of this series? The beginning of item 10 in this question is an important condition and cannot be ignored.
Extensive reading requires students not to spend too much time and energy in the process of reading the questions, to browse quickly, to understand the requirements of the questions, to collect effective information, and not to let go of any useful information. ② intensive reading
. That is, carefully analyze the topic requirements according to the knowledge points learned,
Organizational information
On the basis of understanding mathematical concepts, formulas, rules and ways of thinking, the conditions given by the topic are re-processed, sorted and classified to understand the ins and outs of each condition.
For example, the list of points arranged in a certain order: P 1 (1), P8 (2 (1, 2), P6(3 (2, 1), P4 (1).
If you look directly at the stem of this problem, many students will feel that they can't start and find the law, but if you sort it out, reorder it: P 1( 1, 1) P5(2 (1, 2), P6(3 (2,/kloc-).
Students will be suddenly enlightened.
Intensive reading is to repeatedly scrutinize and ponder the contents related to solving problems, try to understand and comprehend, effectively sort out all kinds of information, especially to excavate hidden information, master problem-solving methods and build mathematical models, which is of great help to solving problems. In a word, the formation of mathematics reading ability is a long-term step-by-step process, which cannot be achieved overnight. As long as teachers change their teaching concepts, start with cultivating their abilities, give students more guidance in mathematics reading, and combine extensive reading with intensive reading for training, I believe that the reading ability and mathematics literacy of senior high school students will be improved continuously in three years.
How to improve students' computing ability in mathematics teaching ① arouse students' initiative in learning;
(2) Be good at asking questions to arouse doubts and guide teaching step by step;
③ Focus on inspiring students to acquire knowledge by solving practical problems;
④ Carry forward teaching democracy.
How to improve students' innovative ability in high school mathematics teaching I. Innovative ability and its characteristics
Professor Yang Zhenning, a famous Chinese American scholar, once pointed out that the main gap between Chinese and foreign students lies in the lack of innovative ability of China students, which needs to be strengthened; Innovative talents will be the most competitive and popular talents in 2 1 century. Improving students' innovative ability and innovative ability is an important topic we are facing. The so-called innovation ability refers to the curiosity of mathematical phenomena in nature and society, the constant pursuit of new knowledge, the ability to think independently, find problems and explore research from the perspective of mathematics. In mathematics education, students' innovative ability mainly means that they are full of curiosity and thirst for knowledge about mathematical phenomena in nature and society, constantly pursue new knowledge, think independently, find and ask questions from the perspective of mathematics, explore and study, and deepen, extend or popularize some theorems, formulas, examples or their own conclusions.
Second, the cultivation of innovative ability.
(1) Pay attention to problem-based teaching, and use problems to promote thinking, change and innovation. Professor Hua, a famous mathematician, especially encouraged students to ask questions to their teachers when he was young. He always tries to get students to ask questions through different channels, so that they can gain happiness and confidence in the process of solving problems, and thus they are full of interest in mathematics learning. Good questions should fully reflect the necessity and practicality, stimulate cognitive needs, induce active exploration and promote the deepening of knowledge; Good questions are often the growing point of new knowledge, the intersection of internal relations and the starting point of innovative thinking; Good questions can promote students to carry out active activities, so as to get opportunities for active discovery.
1. The source and choice of the problem
Mr. Tao Xingzhi, a famous educator, once said: "The starting point of inventing millions is to ask. Animals are not as good as people, and they will not ask if they live or not. " Teachers should guide students: find problems in books in preview, collect wrong questions that everyone thinks, and take questions raised according to the actual needs of life as the source of problems.
2. Pay attention to the presentation of the problem
For the problem, teachers should take it as the starting point of teaching; It is best for students to find problems by themselves according to the situation, give students the initiative to find problems, and let students show the process of problems, because the ability to find problems and ask questions is very important to a person's innovation ability.
3. Solution to the problem
Teachers should grasp the way to solve problems in teaching: independent operation (or thinking), collective research or group discussion? Do you teach yourself first and then communicate with each other, or do you teach yourself with questions? This is related to the difficulty of the problem studied. Teachers should involve students in activities as much as possible, regard students as the main body of activities, give full play to the teaching function of mathematical communication, promote the interaction of students' thinking and cultivate their innovative ability; It is necessary to summarize students' activities and problems in time, reveal the factors that lead to thinking, refine the methods and strategies to guide thinking, let students analyze and grasp, and lay the foundation for innovative thinking in the future.
(2) Pay attention to the choice and change of examples and cultivate students' innovative ability. Teachers should design and select examples in teaching; It is necessary to carry out the training of multiple solutions to one question, guide students to make extensive transformation and extension of the principle, and extend as many new problems with relevance, similarity and opposition as possible to further develop students' creative thinking.
(3) It is the key to create a democratic atmosphere and stimulate the subject's ability. Subjective ability refers to people's conscious ability to their subjective position, subjective ability and subjective value as the subject of cognitive and practical activities, and it is a conceptual expression of subjectivity, initiative and creativity. The awakening of students' subjective ability means that students actively participate in their own development in order to achieve the beginning of all-round and free development of body and mind. The strength of students' subjective ability, in a sense, determines the degree of self-knowledge, autonomy and self-control of their physical and mental development. Therefore, teachers should carry forward the democratic teaching style, create a harmonious and equal learning atmosphere, activate students' subjective ability and strengthen their independent spirit in teaching, which will become the necessary guide and key to promote students' potential innovation. Based on this, in mathematics teaching, the author thinks that the following practices should be advocated: 1. Allowing "interrupting" innovation ability starts with positive thinking and begins with questioning. Interruption is a special way of asking questions. When a student can't help interrupting, it is when he triggers his subjective ability, actively thinks and discusses, discovers new knowledge and produces new ideas. Teachers should encourage students to dare to "interrupt", dare to question, cooperate with teachers and students, and explore true knowledge. Whether in class or after class, students can ask their own questions, making the whole learning process a process of questioning and resolving doubts.
2. The combination of hand and brain
The complementarity of brain and hand can make the left and right hemispheres of the brain tend to move in the same order, so that the two abilities can be fully exerted and combined, which is undoubtedly very great for stimulating subjectivity and cultivating innovative ability. Thinking is the foundation of learning. It is very important to encourage students to think boldly and think hard.
3. Liberate students' time and expand learning space. At present, in many schools, there are too many homework to finish from morning till night. How to let students play their subjectivity and have time to cultivate creative thinking? Education should take colorful extracurricular activities as the carrier. Without the guarantee of time, where can we find such a space? Therefore, in actual teaching, teachers should conscientiously implement quality education, do a solid job in classroom effectiveness, and liberate students from the sea of questions. At the same time, we should guide students to make scientific plans, make effective use of time, carry out colorful, voluntary, flexible, creative and practical extracurricular activities, and broaden the field of education. Encourage students to expand their activities, seek new knowledge from social practice and expand their learning space.
How to improve students' ability to solve problems in primary school mathematics teaching? Examination of questions is to examine the known conditions, types and quantitative relations in the questions. Know what the topic is about, find out the problems with known conditions and requirements, make the conditions, problems and their relations of the topic establish a complete impression in students' minds, and create a good prerequisite for correctly analyzing the quantitative relationship and solving problems.
2. Analyzing the quantitative relationship is the most important link in the process of "solving problems" and the key to "answering questions". Students determine the algorithm by understanding things and mastering the quantitative relationship, thus solving problems. The process of primary school students solving problems is the process of summarizing and abstracting the quantitative relationship of things into mathematical problems. Therefore, understanding and mastering the quantitative relationship is an important condition to improve the correct problem solving. Therefore, in teaching, we should attach importance to cultivating students' ability to analyze quantitative relations, effectively improve students' ability to solve problems, exercise students' thinking ability and develop good mathematical thinking habits.
How to improve students' innovative ability in mathematics teaching. Teachers have changed from emphasizing knowledge to improving students' innovative ability, allowing primary school students to participate in mathematics teaching activities and feel the relationship between theory and practice, thus achieving the new teaching purpose of clarifying teaching objectives and improving students' innovative ability. Let's focus on improving students' innovative ability in primary school mathematics teaching, and talk about specific practices and matters needing attention in the teaching process.
How to cultivate and improve students' computing ability in mathematics teaching? 1. Pay attention to the teaching of arithmetic and legal process and improve the calculation skills.
Arithmetic and laws are the basis of calculation. Correct calculation must be based on a thorough understanding of calculation. Students can clearly calculate and remember the rules in their minds. When they do four calculation problems, they can do them in an orderly way. How to talk about liquidation? For example, in the teaching of fractional addition, I first guide students to talk about arithmetic and sum up the rules. For example, for fractional addition with the same denominator, I can do this: first, use a graph to represent it; Then ask what are the decimal units of these two fractions? How many such units are there? Combined with graphic observation, answer: 1 what is plus 2? By calculating this problem, can we preliminarily summarize the law of fractional addition with the same denominator? Guide students to narrate in their own language. At this time, the student's narrative may be incomplete. And let the students think again: how to calculate? And explain why. On this basis, the conclusion is put forward: add and subtract fractions with the same denominator, add and subtract numerators, and the denominator remains unchanged. In this way, students not only understand arithmetic, but also master the rules, which lays the foundation for learning addition and subtraction of different denominator fractions.
The law of calculation is the stylization and normalization of calculation methods, which can be mastered only by mechanical training, but it can't adapt to the ever-changing specific situation, let alone use it flexibly. Therefore, we should properly handle the relationship between arithmetic and algorithm, guide students to follow "logic" into "method", control "method" with "logic", and promote the formation of computing skills through intellectual activities. If students don't understand the concept of numbers, they can't understand the principle of number arrangement in written calculation: if they don't understand the basic properties of decimals, they can't convert the division of divisors into decimals into division of divisors into integers; It is difficult to explain the rules of calculation without knowing the meaning of the four operations. Making students correctly understand the related concepts of numbers and four operations is the premise of mastering the arithmetic rules of four operations, so it is necessary to clarify the knowledge of numbers and their calculation in teaching. In the usual teaching, the meaning of the four operations can be gradually formed and deepened in the process of calculating the solution of the problem. Arithmetic rules are the basis for students to correctly perform four operations. We can pay attention to the steps and methods of calculation through typical examples. The laws and properties of operation are the basis of explaining arithmetic laws and simple algorithms. Through the calculation of specific problems, students can be guided to observe, compare and analyze, find out the common characteristics, and then summarize them, so that students can understand the practical significance of laws and properties. Special attention should be paid to let students learn to use the algorithm and properties on the basis of understanding, and make some simple calculation methods to continuously improve students' calculation ability.
Second, strengthen basic training and cultivate computing ability.
1, pay attention to oral arithmetic training and lay a solid foundation for calculation. Oral calculation is a basic skill that students must master skillfully, and it is one of the most basic and important skills in mathematics learning. Oral arithmetic is related to whether you can successfully learn and master a series of contents such as multi-digit addition, subtraction, multiplication and division, decimal and fractional operations. Mathematics curriculum standards emphasize the importance of oral calculation in the first and second semesters. Therefore, primary school calculation teaching should pay special attention to oral calculation training.
For example, decomposition of numbers within 10, addition and subtraction of numbers within 20, multiplication and division in tables, etc. It is the key to improve the accuracy of operation. In addition, according to the learning content of different grades, let students remember some commonly used materials, such as middle grade: 25×4= 100,125× 8 =1000; Senior grade: decimal value and percentage value of the simplest true fraction with denominator of 2, 4, 5, 8, 20, 25, square value of 1~20, etc. , so that students can form skilled oral calculation skills and achieve correct, fast and flexible calculation.
2. Strengthen estimation training and develop students' thinking. Estimation is an ability to approximate or roughly estimate the operation process or result. Estimation is helpful for students to find the deviation of their own problem-solving in time, rethink and calculate, thus improving their calculation ability. In teaching, teachers should teach students some estimation methods, so that students can form a correct thinking direction and improve the accuracy of calculation.
Such as: multi-digit multiplication, mastering the digits and mantissa of the product; The calculation of decimal four depends on the positioning of decimal point. It is a common estimation method to estimate the results according to the characteristics of formulas. For example, 25×0.85, because 0.85 is less than 1, the product of 25×0.85 is less than 25; 100÷0.25, because 0.25 is less than 1, the quotient of 100÷0.25 is greater than 100, and so on. In this way, if there are obvious errors in the prediction, it can be corrected in time, which not only ensures the correctness of the answer, but also trains the correctness of students' thinking.
In addition, the estimation is also used to calculate application problems, such as the average application problem: there are 10 grandmothers and 12 grandfathers in the nursing home, with an average age of 80.5 years and an average age of 73.5 years. Find the average age of the elderly in the hospital. Before answering, ask the students to estimate the average age of the elderly. With the estimation results, we can avoid the joke of (80.5+73.5) ÷ (10+12) ≈ 7 (years old).
In teaching, let students estimate, and combine calculation teaching with estimation teaching organically, so that students' calculation ability and estimation ability will be improved, killing two birds with one stone. Carrying out estimation training at any time, deepening students' understanding of arithmetic and methods, clarifying the answer range of formula questions and reducing mistakes are of great benefit to improving students' computing quality and cultivating good thinking.
3. Strengthen simple calculation training to improve calculation efficiency. Simple calculation is an important part of calculation teaching in primary schools. It requires students to make full use of the operation rules, properties and formulas they have learned, and reasonably change the operation data and order, so as to make the calculation as simple and fast as possible and improve the calculation efficiency. Therefore, in teaching, we must strengthen the training of simple calculation, gradually enhance the awareness of simple calculation and improve the ability of simple calculation. In calculation, students tend to apply and abuse some properties and laws, so students should do some comparative exercises, diagnose their own mistakes, reflect on the crux of calculation errors, and prevent the same mistakes from happening again. Such as: 300- 175+25, 300- 1.
How to Cultivate Students' Problem-solving Ability in Mathematics Teaching in Primary Schools "Mathematics Standard" regards "Problem-solving" as one of the four curriculum objectives of mathematics in compulsory education, and puts forward that students should cultivate their "application consciousness" in mathematics teaching, that is, let them realize that there is a lot of mathematical information in real life, and actively use their learned mathematical knowledge to solve problems in real life and give full play to the value of mathematics. Solving mathematical problems in real life is not only an important way to cultivate primary school students' mathematical application ability, but also an important aspect to improve primary school students' mathematical literacy.
However, as a primary school math teacher, we often encounter such a situation: when students do calculation problems or analyze examples, they have a good grasp of the effect. However, once they are allowed to solve problems independently, all kinds of mistakes will follow, and the error rate of students is still high ... The lack of students' ability to solve practical problems has always been the "bottleneck" of mathematics teaching. How to break through this bottleneck and effectively improve students' ability to solve practical problems with mathematical knowledge has become a reality.
In order to further cultivate students' problem-solving ability and improve primary school students' mathematical literacy, I designed a test paper to solve practical problems in the first semester of Grade Four, and tested 33 students in Class Two, Grade Four in our school. In the process of topic selection, testing and analysis, I summarized the following aspects:
First, analyze the current situation of students' ability to solve practical problems
(1) Some students are not careful in reviewing the questions;
(2) Some students can't analyze the quantitative relationship implied in the topic;
(3) Some students don't know how to check. They just look at the problem with their eyes, but they don't know the general methods and steps of inspection.
Secondly, students should improve their problem-solving ability.
Through this examination, students can further clarify the general methods and steps of "solving problems", master the common methods of solving practical problems such as "finding rules", "listing" and "drawing charts", learn to analyze the quantitative relationship in the questions and find out the implied conditions in the questions, and master the general methods and steps of inspection.
Third, the analysis of students' test scores.
A total of 33 students from Class Two, Grade Four took the test. Judging from the answer, the development of students is uneven. Six students were right, accounting for 18 and 2%; There are 24 people who have reached the standard (more than 60 points), accounting for 72% and 7% of the participants respectively; In addition, 9 students failed to meet the standards, and the overall situation was not satisfactory.
Fourth, cause analysis and coping strategies
The result of the test is not satisfactory. I think there are many reasons, such as a small number of questions and high scores, which may be one of the reasons why students lose too many points. But as far as the topic itself is concerned, students' own problem-solving ability and mathematical literacy are still the most important factors affecting students' test scores.
In view of the problems that students have in the test process, combined with the topics of this test, I mainly improve students' problem-solving ability from the following aspects during the explanation process:
(1) Guide students to carefully examine the questions and truly understand the meaning of the questions.
The main reason for students' mistakes is that they can't correctly understand and grasp the meaning of the question. There are two common situations: first, primary school students lack social life experience, and their cognitive level is low, so they can't accurately distinguish easily confused words, which leads to the wrong interpretation of the meaning of the question, thus affecting the correct rate of solving problems. For example, 1 in the test: "If the price of each basket of cucumbers is reduced to 10 yuan, how many baskets of such cucumbers can you buy with this money?" Some students can't accurately distinguish between "reduced" and "reduced to", so some students misunderstand the price of cucumber as "30- 10=20 yuan". Second, because of their young age, primary school students are relatively weak in intentional attention and lack of patience. Some students have the psychology of seeking speed in the process of doing problems and are careless in examining problems, which is also an important factor affecting the correct rate of solving problems. For example, the second question in the test is "How many cubic meters of water did Yuanyuan use on average every month last year?" Some students were influenced by the "four quarters" condition in the topic, so they didn't carefully examine the topic, and mistakenly wrote the result as "123+178+196+163 = 660 (cubic meters); 660÷4= 165 (cubic meter) ",and the title was miscalculated as" average water consumption per quarter ". On these two topics, one third of the students took the test because of their mistakes.
It can be seen that developing a good habit of examining questions plays a significant role in improving the problem-solving ability of primary school students. Therefore, in the usual teaching process, it is necessary to organically combine the cultivation of students' excellent psychological quality with the study of mathematical knowledge and skills, and not just satisfy the training of students' problem-solving methods.
(2) Guide students to analyze the quantitative relationship and implied conditions in the topic.
In the teaching of "solving problems", the most important thing is to analyze the quantitative relationship in the questions. Using the intuition of the problem map and paying attention to students' complete expression of the problem can not only effectively improve students' problem-solving ability, but also have great significance for students to develop good mathematical thinking habits. For example, in the third question, students can intuitively feel the mathematical phenomena and problems described in the question by using the question map, which can facilitate students to better understand the requirements of the question. However, some students still have difficulties in solving similar problems, because students ignore the excavation of implicit conditions in the topic in the process of understanding the meaning of the topic. The third question "Xiaohong spent 8 minutes from home to the Children's Palace". Starting from this condition, students need to correspond to the "same speed" in the problem. First, use the known conditions to find the "little red speed", and use this "same speed" as a "bridge" to solve two problems in the problem. The whole topic revolves around the relationship between speed, time and distance. It is precisely because students do not grasp the condition of "the same speed" implied in the topic that it is difficult to solve the problem.
(3) Encourage and guide students to explore diversified methods to solve problems.
As the saying goes, "All roads lead to Rome", and mathematics teaching is no exception. Due to the different conditions of students' cognitive level and learning experience, there may be many solutions to the same problem. In teaching, we should be good at discovering and encouraging students' diversified algorithms to improve their mathematical thinking ability. For example, the fourth question in the test requires "the water saved by the school in one year". Some students first calculated the "monthly water saving" according to the condition of "saving 435 tons of water in the first three months", and then calculated the annual water saving according to the knowledge of 12 months in a year. This is what most students do. However, in the process of explaining, I accidentally found another way among students. Some students flexibly used the knowledge about dormitory they learned in "Year, Month and Day". According to the fact that there are four quarters in a year and three months in each quarter, the "435 tons of water saved in the first three months" in the title is regarded as a quarter of water saving, and this problem can be solved by one-step calculation with "435×4". Although only a few students in the class thought of it, it has surprised me, which shows that students have been able to use the knowledge of "year, month and day" flexibly to solve practical problems in life. Before the explanation, let the students exchange methods with each other. While introducing their own ideas for solving problems, don't forget to listen to others' practices, so that students can feel the gains brought by the exchange of ideas.
(d) Instruct students to use various strategies flexibly and cultivate effective strategies to solve mathematical problems.
In the examination questions, I found that some students can't solve math problems correctly because they can't master and use appropriate problem-solving strategies. It is impossible for mathematics teaching to tell all kinds of mathematical problems one by one and teach students all the solutions. The function of mathematics teaching is to help students get some common basic methods to solve mathematical problems and guide them to use these methods flexibly to adapt to ever-changing problems, that is, "strategies".
The significance of mathematical problem-solving teaching also lies in the students' experience of methods and the formation of strategies through mathematical problem-solving activities, rather than just focusing on the answers. Because of the different age and cognitive level, primary school students adopt different strategies in solving mathematical problems. In the process of solving mathematical problems, fourth-grade students often adopt strategies such as hands-on, finding rules, drawing, trying and listing. Therefore, in this test, I designed the following topics to guide students' problem-solving strategies:
(1) Find the pattern
Discovering laws is the most commonly used and effective method to solve mathematical problems. When encountering more complicated problems, we can retreat to simple and special problems, find out the general laws through observation, and then use the obtained general laws to guide the solution of the problems. The sixth question in the test is to use the discovered rules to solve practical problems in life. Students find the law between the number of floors and stairs according to their own life experience, so as to use this law to solve practical problems in life. In this problem, we can first find out the number of floors that Xiaoying climbed home: 78÷ 13=6 (floors), and then according to the law found, we can know that 6+ 1=7 (floors), that is, Xiaoying lives on the seventh floor. Similarly, we can also find out which floor Xiaohong lives on.
(2) List method
List method is the first method for fourth-grade students to learn problem-solving strategies, and mastering this method is of great significance to improve students' problem-solving ability. Question 7 in the test: "The school launched the" Happy 530 "activity. School track and field team 4 groups, table tennis team 5 groups, martial arts team 3 groups. There are 16 people in each group of track and field teams, 12 people in each group of table tennis teams and 24 people in each group of martial arts teams. " When there is a lot of mathematical information in the topic, it will be more effective for students to sort out the topic information and solve similar problems if they can be guided to list the conditional information of the problem in the form of a table.
(3) Drawing method
The thinking question is designed like this: "A snail climbed from the bottom of a well 5 meters deep to the wellhead. It climbs 3 meters during the day and slides 2 meters at night. How many days does it take to climb to the wellhead? " Most students think so: Snails climb 3 meters during the day and slide 2 meters at night, which is equivalent to climbing 1 meter a day, and the depth of the well is 5 meters. Isn't that five days? By guiding students to draw pictures on paper, they can broaden their thinking and help them find the key to solving problems. Climbing 3 meters on the first day and sliding down 2 meters is equivalent to climbing only 1 meter. The next day, I climbed 2 meters in the same way. On the third day, I climbed 3 meters and went straight to the wellhead. I won't slide down again, so I can climb to the wellhead in only 3 days. Drawing can make abstract problems concrete and intuitive, thus helping students find solutions to problems quickly.
The cultivation of primary school students' problem-solving ability is a long-term and unremitting work. It is of great practical significance to establish the concept of "student-oriented development" in teaching, closely combine mathematics learning with real life, cultivate students to look at life from a mathematical perspective, solve practical problems in life, and really let students "learn mathematics in life and feel life in mathematics".