Junior students are often confused when solving problems because of their poor literacy and lack of real life experience. Junior students can calculate simple mathematical operations, but the calculation problems are often out of touch with the problem solving. As long as you see the problem, you just do the addition formula, and the child may be used to doing the addition formula. The new curriculum standard puts forward: the goal of problem solving in grades one to three is "under the guidance of teachers, to find and put forward simple mathematical problems from daily life and try to solve them;" Understand some basic methods of analyzing and solving problems, and guide the same problem to have different solutions; Experience the process of working with others to solve problems. Try to review the process of solving problems. "So how to cultivate the comprehensive application ability of primary school students? How to deal with the relationship between number operation teaching and problem-solving teaching? Through my own teaching experience and exploration, I think we can start from the following aspects: First, encourage students to ask questions actively and boldly.
Most juniors, especially freshmen, don't understand what a problem is. Even see "?" Don't understand "?" Their roles are often based on what they have learned in kindergarten.
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They are used to treating topics as calculation problems, and teachers should emphasize that students regard unfamiliar mathematical conditions as problems. Teachers should encourage students to take the initiative to ask questions, enhance children's self-confidence and trigger students to ask questions boldly. Never dampen students' curiosity. Especially for students with potential. As long as they can ask questions, they should be praised. Mathematics is closely related to the reality of life, and mathematical problems come from life. Teachers should guide students to observe and discover the problems in life and describe them in order by language. In this way, students are always in a state of excitement, thinking positively and devoting themselves wholeheartedly. As long as there is doubt, they will "rush" to ask questions without restraint and dare to ask questions.
Second, clarify the quantitative relationship and experience the diversity of solutions.
In the teaching of "solving problems", students are interested in plots, and the analysis of simple quantitative relations is easily diluted, which is an important reason why most students can't rely entirely on abstract logical thinking ability to solve problems. Therefore, in the teaching of lower grades, scene diagrams can be used to highlight the quantitative relationship of problems, because lower grade students need more intuitive image memory, so students can analyze the quantitative relationship by drawing pictures. For example, in the teaching of "how much is a number more than a number", students can use simple graphics to represent the numbers of topics. For example, 8-3 can draw 8 triangles above and 3 circles below. In contrast, students feel that 8 is 5 more than 3 and need to do subtraction. At the same time, pure text questions can be appropriately added to exercise students' thinking ability. For example, Equation 8-3 allows students to compile application problems. Students can ask all kinds of questions, but all of them are solved by this subtraction formula, such as "There were 8 apples, Xiaohua ate 3, how many are left?" "How much more are eight white rabbits than three black rabbits?" "There are three hats and eight children are wearing them. How many are missing?" Like these kinds of subtraction problems, teachers can guide students to ask more questions and practice more, so that students can practice naturally and easily.
Because each student has his own different knowledge, experience and life accumulation, everyone will have his own understanding of the problem in the process of solving problems, and form his own problem-solving strategies on this basis. 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. Therefore, it is necessary for teachers to set some topics, so that capable students can get better development. Such as "chartering a boat", 29 people go by boat, and each boat can take 4 people. How many boats should we rent at least? This problem can be solved in different ways. Most students will use the division "29÷4=7 (article) ... 1 (person), and another person needs to rent a boat, so they need a boat. Some children with many ideas use multiplication, 4×7=28 people, so seven boats are not enough, and eight boats are needed. Students use different methods and different operation processes to analyze and solve this math problem, which not only arouses the enthusiasm of students' thinking, but also improves their skills and skills in solving math problems by comprehensively applying what they have learned, and also exercises the flexibility of students' thinking, so that knowledge can be truly internalized.
Third, carefully examine the questions and improve the comprehensive application ability.
Junior 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 very careless when examining questions. Usually, we should pay attention to cultivate students' habit of reading the questions carefully, and pay attention to the mathematical information given by the questions, which are useful and which are unnecessary. For example, there are 1 1 chicken, 7 ducks and 9 geese. The question is, "How many more chickens are there than geese?" Some students will answer "1 1-7=4". Obviously, the students didn't carefully examine the questions, because the questions didn't involve ducks, so this condition was useless. In fact, the conditions given in some questions are redundant, which is also a form of testing students' habit of examining questions. Therefore, if students develop a good habit of examining questions, their ability to solve problems will be obviously improved.
Mathematics is abstracted from the real world, comes from practice, is higher than practice and is applied to practice. With the progress of science and technology and the development of mathematics itself, the application of mathematics is more and more extensive.