Problem solving is the core of mathematics, and the cultivation of mathematical problem solving ability is one of the important goals of primary mathematics. Learning mathematics is inseparable from solving problems, which run through all primary school mathematics. It is necessary to combine specific life situations, so that students can discover, put forward and solve mathematical problems, and gradually cultivate students' mathematical problem-solving ability and promote their understanding and mastery of various fields.
"Problem solving" is a problem-centered mathematical activity based on students' existing knowledge and experience. Under the condition that teachers create the best cognitive activities, students are guided to find, analyze and solve problems independently, and students can re-create knowledge through their own emotional experience. My specific teaching method is:
1. Cultivate students' habit of examining questions and improve their ability to solve problems.
1. Ask students to read the examination questions carefully, find out relevant data and keywords, and cultivate students' habit of examination questions.
2. Ask students to analyze the topic, find out the meaning of the topic, clarify the quantitative relationship between the related conditions in the topic, and find out the known information and the problems to be solved.
Such as teaching: "a three-digit number, the sum of numbers is 2, this three-digit number is still three digits after subtracting 6, and the new three-digit sum is 5." What are the original three digits? " In teaching, I ask students to read and examine the questions first and find out the key words: three digits, numbers, old and new, and understanding. "Yuan" is easier for students to understand here, but "number" is a new word, so I repeatedly guide students to read "the sum of a three-digit number is 2". I read it twice in a row, but it's still unclear and uncertain. Whose total is this? What does "number" mean? Write one, ten and a hundred on the blackboard at the same time. At this time, a classmate raised his hand and said, "I see, numbers refer to numbers of one, ten and hundreds." When I told everyone with approving eyes and clapping my hands, his answer was correct. At this time, another classmate also said, "I know." I immediately asked: Who can say something about the understanding of numbers? Another student immediately stood up and said, "Numbers can only be 0, 1, 2, 3, 4, 5, 6, 7, 8, 9." I asked again, "Why? Could it be 10, 1 1, 12? " At this time, several students raised their hands and said, "Single digits, ten digits and hundred digits can only be one digit, not two digits." After the students understood "number", I came back to let the students understand the meaning sentence by sentence: "The sum of a three-digit number is 2. What is this three-digit number? " Let them write it themselves. Many students can write 1 10, 10 1 200, and then let them exchange ideas. I guided them to continue reading: "Is this three-digit number a new three-digit number after subtracting six?" How to find the new three digits, and which one of these new three digits is what we want? How did you know? What is the basis? After the students finished speaking, I asked them to reflect on the thinking of solving problems, communicate with each other, discuss the methods and processes of solving problems, show students opportunities, let students have endless memories of what they have learned, learn from each other's strong points, stimulate students' desire to express and feel the role of learning mathematics.
2. Cultivate students' initial awareness of application 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, the textbook presents students with a shopping scene. On the shelf, there are exercise books, pencil boxes, pandas and dolls ... On the screen, there is a conversation between the salesgirl's aunt and the children, and the problems to be solved are given. In teaching, I create a shopping scene for students, so that students can take the initiative to enter the "store" to learn about information and salesgirls and children. 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? " In teaching, I ask students to read and examine questions, find out relevant information and keywords: fruit and half, and let students exchange their understanding of half. Then I organized several students to play different roles, using textbooks and exercise books to simulate the whole process of buying fruit, instead of "irrelevant", and then let the students try. At this time, only a few students did it, so I had to let them simulate it again and do it again until most of them did it. Then, I gave the students plenty of time to communicate with each other, discuss the 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.
Instruct students to use various strategies to optimize the knowledge structure.
In teaching, I use an open teaching method to guide students to adopt the method of "multiple solutions to one problem", encourage students to get rid of fixed thinking, think about mathematical problems from different angles, think in all directions in different ways, cultivate students' thinking ability, cultivate students' diversified problem-solving strategies, and be good at guiding students to compare answers and find the best solution when solving problems, which is helpful to cultivate students' habit of solving problems in an all-round way and their ability to solve problems flexibly, and to cultivate students and others.
For example, when students are guided to observe the picture on page 9 1 in the second volume of the textbook for senior two, the textbook presents a vivid scene in which the students of four classes in senior two are preparing to go to Bird Island by boat, and the number of people in each class and the number of people who can take a boat are given in the picture. When teaching, I ask students to observe the picture carefully, and after understanding the information, I focus on asking students to say what "limited ride" means. According to the information the students learned, I asked: What do you want to say? At first, students can only suggest which class goes the most. Which class goes the least? How many people are there in Grade One and Grade Two? These simple questions, I asked: Can you only ask these questions? I'm thinking: can I sit down when I propose to go with my sophomore year? Asked such a question, a classmate immediately said, "Obviously not." So what's the arrangement? I gave the students enough time to discuss and communicate and make reasonable arrangements. Through this training, students have learned to learn creatively. They can think and reveal the same problem from different angles and in different ways. Their thinking ability has been improved and diversified problem-solving strategies have been gradually cultivated.
In a word, cultivating students' ability to solve mathematical problems is the basic idea of implementing quality education. Solving problems helps students learn to observe, think and solve problems with mathematical ideas, and master the strategies to solve problems, which plays an important role in developing students' potential, guiding students to carry out inquiry learning, improving students' initiative in learning and cultivating students' innovative ability. Therefore, we should change our educational ideas, improve our teaching consciousness and level, study the teaching strategies of problem solving in depth, and build a quality education classroom for mathematics.