Failure to correctly understand and grasp the meaning of the problem is the main reason for the mistakes. There are two common situations: first, primary school students have a low level of cognition due to their lack of social life experience, and objectively there are indeed some exercises that are not close to life, so that primary school students cannot clearly understand what is described. Second, due to the limitation of primary school students' reading ability, they can't accurately distinguish confusing words such as "add" and "add to", which leads to the wrong interpretation of the meaning of the question, thus affecting the correct rate of solving problems. Third, senior three students don't have enough analysis on the application problems of scores. When they saw these figures, they all did what they had learned before. They didn't analyze whether this problem is the same or different from the last one, especially the quantitative analysis of the unit "1" was very bad. The analysis problem is just read once, and then pick up the numbers to do it, so there is probably a trap in it. However, they lack the patience and care to analyze problems. I think we should strive to improve our ability in this respect. In addition, when assigning exercises, teachers should not copy them completely, but carefully screen the exercises, or make appropriate adaptations according to the life experience and cognitive level of primary school students, and properly guide students to discuss words that students may misunderstand in advance, so that each student can accurately understand the information contained in the topics. Second, primary school students, especially junior three students, are relatively weak in intentional attention and lack patience. Some students have a psychological state of seeking speed in the process of doing their homework, and they are careless when examining questions. In the usual teaching process, we should not only be satisfied with the training of students' problem-solving methods, but should organically combine the cultivation of students' excellent psychological quality with the learning of mathematical knowledge and skills. Cultivating students' patience and meticulous quality is a long-term and arduous task, which requires teachers' persistent efforts. If students develop a good habit of examining questions, their ability to solve problems will be obviously improved.
Second, attach importance to the analysis of quantitative relations.
In the teaching of practical problems, the analysis of quantitative relationship is the most important, while in the teaching of "solving problems", students are interested in the plot and the topic is decomposed, which makes the analysis of quantitative relationship diluted, which is an important reason why most students can not rely entirely on abstract logical thinking ability to solve problems. It is necessary to make use of the intuition of the theme map, pay attention to students' complete expression of problems, effectively improve students' ability to solve problems, and develop good mathematical thinking habits. At the same time, pure text questions can be appropriately added to exercise students' thinking ability.
Third, guide students to use various strategies flexibly and advocate diversification of algorithms.
Some students can't solve math problems correctly because they can't master and use appropriate problem-solving strategies. Teachers should be good at analyzing and summarizing the strategies of various problems in the usual teaching process, and they can also let excellent students write many different problem-solving strategies, and then let students be familiar with all kinds of problem-solving strategies, and be able to flexibly use different strategies in combination with the characteristics of problems and choose the best strategy they like. In the usual process of mathematics teaching, students should be encouraged to get rid of fixed thinking, think from different angles, solve problems with different methods, vigorously advocate the diversification of algorithms, and advocate the optimization of strategies on the basis of diversification. After students use different strategies to solve problems, let them explore different strategies, compare the characteristics of different strategies, understand the advantages and disadvantages of each method, learn from each other, learn from each other's strong points and draw inferences from others. Through discussion and communication, find out the most suitable strategy from various methods, and really improve students' ability to solve practical problems.
In short, primary school mathematics teaching should establish the idea of "student-oriented development", closely combine mathematics learning with real life, improve students' interest in learning mathematics, let students find problems in familiar and interesting life situations, explore problems, cultivate students' mathematical ability, and cultivate students to look at life from a mathematical perspective and solve practical problems in life. Let students "learn mathematics in life and feel life in mathematics".