1 How to teach students to solve math problems
Cultivate students' initial application consciousness and improve their ability to solve problems.
Guide students to apply what they have learned in mathematics to their lives, solve mathematical problems around them, understand the role of mathematics in real life, and realize the importance of learning mathematics. For example, when teaching multiplication and division to solve practical problems in two steps, the textbook presents students with a shopping scene. On the shelf, there are exercise books, pencil boxes, pandas and dolls. There is a dialogue between the salesgirl and the child on the screen, and the problems to be solved are given. In teaching, I create shopping scenes for students, so that students can take the initiative to enter the "store" to get information, understand the conversation between salesgirls and children, and talk about what they are talking about.
What do you want to buy? how do you know At this time, students speak freely and exchange relevant information and problems to be solved. How to solve these problems? I let the students try to do it first, and then communicate with each other and say their own ideas to solve the problem. I also let the students who failed to solve the problem repeat the whole process of solving the problem, let them master the method of solving the problem in the process of reflection, and finally guide the students to summarize the steps of solving the problem. What do you want first? What else do you want? In the whole teaching process, with the help of life experience in shopping, we explore ways to solve problems, so that students can acquire knowledge and talents in the process of active exploration. Understand the role of mathematics and realize the importance of learning mathematics.
Encourage students to think independently, guide students to explore independently, cooperate and communicate, and improve their ability to solve problems.
The process of mathematics teaching is full of exploratory and challenging activities such as observation, experiment, simulation and reasoning, so students should be guided to participate in the learning activities of exploration and communication. For example, teach Xiaohong to buy a basket of apples and oranges. She met her grandmother and gave her 20 apples. When she got home, her brother counted 58 fruits in the basket. How many oranges did Xiaohong buy? " When teaching, I let the students read and examine the questions first.
Find out the relevant information and keywords: fruit, half, let students exchange their understanding of "half" Then organize several students to play different roles, replace "apples and oranges" with textbooks and exercise books, simulate the whole process of buying fruit, and then let the students have a try. At this time, only a few students can do it, so I have to let them simulate it again and do it again until most students can do it. Then, I gave my classmates plenty of time to communicate with each other, discuss ways to solve the problem, and then talk about the ideas to solve the problem. When students can't stop, I encourage them to speak on the platform, show them opportunities, experience the joy of success and feel the fun of learning mathematics.
2 Mathematics teaching methods
Independent inquiry, cooperation and communication, and guide students to be good at solving problems
Teachers should provide students with opportunities to explore independently in teaching, guide students to practice, explore independently and cooperate and communicate, solve problems in mathematical activities such as observation, experiment, guess, verification and communication, and initially develop students' problem-solving strategies. For example, when teaching "one point", the teacher showed a lot of fruits and vegetables for students to score one point. As for how to divide it and according to what standard, the teacher didn't give any hints. Students found different classification standards and formed different classification results through cooperation and exchange. Some are divided by fruits and vegetables, some by color, and some by eating method (raw and cooked). It is worth mentioning that some students have made a secondary classification, which is divided into two categories according to the standards of fruits and vegetables, and then divided into different colors in each category, and refined by various classification standards. This result is the result of group cooperation and communication, which is beyond the teacher's expectation, arouses students' great interest and pushes the classroom atmosphere to a climax. Students realize that their efforts can bring unexpected gains and experience the joy of success.
Students "re-create" mathematical problems in the process of exploratory problem solving, thus further stimulating their motivation of "re-creation" and innovative consciousness. In this process, students fully demonstrate their skills and explain the process. Through hands-on practice, independent exploration and cooperative communication, they will not only use various strategies to solve problems, but also cultivate their hands-on operation, language expression and thinking ability. At the same time, students' exploration spirit, innovative consciousness and problem-solving ability have been further developed. In the evaluation and supplement of the group, students' reflective consciousness is also initially cultivated.
Connecting with practice, expanding application and improving students' consciousness of solving problems.
The ultimate goal of mathematics learning is how to make students use what they have learned to solve problems in life, so that when facing practical problems, they can actively try to use what they have learned and methods to seek solutions from the perspective of mathematics, thus promoting the improvement and development of students' problem-solving consciousness.
The most effective way to improve students' awareness of solving problems is to give students the opportunity to practice in person. In teaching, teachers should try their best to explore valuable special activities and practice homework, so that students can seek solutions in reality, or they can not go out of school, but cultivate students' problem-solving consciousness by simulating reality. For example, after teaching people the knowledge of "knowing RMB", teachers should spare some time to create a "simulated shopping" situation so that students can learn to "buy and sell things" in classroom practice. In the simulated shopping activities, students can identify goods, look at the marked price, take money to change, initially learn to identify counterfeit money, know how to care for RMB and save money, deepen their understanding of RMB and master certain life skills. On this basis, arrange for students to go home to help their mothers buy things, so as to achieve the effect of "although class is over, learning is still extending". Apply the knowledge and methods learned in class to real life, so that students can truly feel that there is mathematics everywhere in their lives.
3 Mathematics teaching methods
Let the students be the masters of the test questions
The most important thing to get the topic is to investigate, so solving it is the key. Paulia said, "It is foolish to answer a question you haven't figured out yet." He added: "The worst case is that students do calculus or draw pictures without understanding the problem. Generally speaking, it is useless to deal with the details without seeing the main contacts or making some plans. " But now many students are lazy and don't like to use their brains. They are used to the teacher's own speaking and listening. Sometimes problems are easily solved by teachers' "hints", and even some teachers are accustomed to their absolute authority, trying to replace students' ideas with their own, killing students' ideas in the cradle early. However, when students solve problems independently, they don't know what to think or can't think of anything at all because of the lack of teachers' reminders and hints, so their problem-solving ideas naturally can't develop and they have no problem consciousness at all. Originally, the process of solving problems is a process of choosing knowledge, methods and expanding thinking.
develop the mind
In mathematics teaching, teachers should avoid spoon-feeding teaching. When students fully think, encourage them to fully express their opinions. Teachers should listen to students' real thoughts patiently, even if it is a little flame of thinking, don't let it go out. Whether it is correct or not, encourage students to be willing to think. If the students really can't figure it out, the teacher can give appropriate guidance. If students have their own ideas after guidance, teachers should immediately let students stand up and share them with other students, especially difficult problems; If students are at a loss about a particularly difficult topic, teachers should tell them what they think, guide them and inspire their thinking. In particular, it is necessary to purposefully expose setbacks, failures and even successful thinking processes, so that students can learn from them and be inspired and taught.
Improve problem-solving skills
Mathematics is a science that studies the relationship between spatial form and quantity in the real world, which is characterized by high abstraction, certainty of conclusion and wide application. The biggest difference between it and other subjects is that mathematics needs a lot of repeated practice, especially some basic operations should be very skilled. At the same time, we should pay attention to the study of special cases and special solutions in teaching, and strive to sum up the general rules of solving problems. In addition, we should pay attention to the development and deepening of problem-solving skills and laws; In training, we should also pay attention to the level of students and the level of training. Every training should have innovative elements. We should not let training always stay at one level, nor should we deliberately pursue the novelty of the topic and give up the training of basic knowledge.
4 Mathematics teaching methods
Create situations, cultivate students' problem awareness and preliminary methods to solve problems.
Interest is the best teacher, which is the most direct factor that affects students' learning consciousness and enthusiasm. Pupils' interest stems from curiosity. In mathematics, we should pay attention to creating interesting problem situations, try to attract students' attention to the situation of mathematical problems, integrate abstract mathematical problems into novel and interesting environments, explore problems with strong interest and master new knowledge. For example, in the mathematics "Characteristics of Numbers Divided by 3", the following situations can be designed: Students, today, let everyone be a little teacher and test me. You can quote a natural number at will, and the teacher will know whether this number is divisible by 3 without calculation. You can check it at the counter. With the figures reported by students, teachers can make accurate judgments. At this time, students think that the teacher is too great, and they especially want to know what method the teacher uses to judge.
Teachers have no magic, are not immortals, and have no special functions. It's just that the teacher mastered the feature that numbers can be divisible by 3 before you. Let's study this law together today, shall we? In this way, vivid and interesting scenes are created to inspire and induce students, so that students can discover and explore mathematical knowledge with strong learning motivation and problem consciousness, apply what they have learned to discover and solve problems in a relaxed atmosphere, and enjoy the fun of applying knowledge to solve practical problems in happy games.
Connecting with life, cultivating students' mathematical thinking and improving their ability to solve problems
Mathematics is closely related to real life, and real life can't be separated from life. There is mathematics everywhere. Learning mathematics in connection with life can make students interested and easy to understand, solve practical problems in life by using the mathematical knowledge they have learned, make students more intimate with mathematics, and enhance their active consciousness of mathematical thinking and applying knowledge. Therefore, in teaching, we should design appropriately according to the content of teaching materials and the actual life, and show the mathematical prototype in class, so that students can actively find the actual background while learning new knowledge, and then use the principles and methods of the learned knowledge to solve practical problems reasonably and flexibly. In primary school mathematics teaching, starting from the reality of life, organically combining the content of teaching materials with "mathematics reality" conforms to the cognitive characteristics of primary school students, which can eliminate students' strangeness to mathematics knowledge and make them receive the enlightenment education of dialectical materialism.
For example, before teaching "knowing tons", I arranged for students to pay attention to the weight of objects around them, such as their own weight, a bag of grain, a bag of flour, a bucket of water and so on. And did a good job. Before class, I prepared a bag of 10 Jin of rice on the podium, so that the students could hug and talk about their feelings first. Through such preparatory activities, they will pave the way for students to learn tons in class. Through the study and comparison of new knowledge, students can have a perceptual understanding of "how much a ton weighs" in their minds, and can properly apply the quality unit of "ton". On this basis, I asked the students to talk about the names of objects in their lives in groups, and then selected the group representatives to make a report and communicate with the whole class, which not only reflected the cooperative and independent inquiry learning, but also consolidated the students' understanding of "tons".