The new curriculum reform puts forward higher requirements for primary school mathematics, changes the phenomenon of attaching importance to theory and achievement in the past, and gradually turns to cultivating students' problem-solving ability. The previous teaching methods were boring and could not stimulate students' curiosity and interest in mathematics. Therefore, it needs the joint efforts of many teachers to cultivate students' interest and improve their ability to solve mathematical problems. This paper will discuss the reasons for the lack of students' mathematical problem-solving ability and the measures to cultivate students' mathematical problem-solving ability.
Keywords: primary school mathematics; Solve problems; Ability training
Life is the source of all knowledge, and mathematics is no exception. Mathematics originates from life, and at the same time, mathematics will eventually be applied to life. Mathematics and life complement each other. Many examples in primary school mathematics are developed from life. Therefore, in the teaching process, teachers should not only teach students to answer a certain question and learn a certain mathematical formula, but also cultivate students' ability to solve problems in life by using mathematics. The cultivation of this ability requires the joint efforts of teachers and students.
First, the reasons for students' insufficient ability to solve problems in mathematics
1. The teacher neglected the cultivation of students' problem-solving ability. In the course of class, some teachers only rely on textbooks, and she ignores what is in the textbook and what is not involved in the textbook. Step by step, cramming teaching will not combine mathematics with life and society, so that students will learn by rote. In this case, students' thinking ability is gradually suppressed, and they can't apply what they have learned in class to their lives, which may cause a sense of disconnection between life and study. They can't extrapolate, but blindly follow the teacher's footsteps. This situation is more common in exam-oriented education, which goes against the essence of education.
2. Teachers ignore the cultivation of students' thinking ability. Some teachers are utilitarian. In order to gain a good reputation, they teach students knowledge and the ability to solve mathematical exercises in a relatively "quick" way. For some difficult formulas and definitions, the teacher asked the students to memorize them by rote. This method may produce good results in a certain period of time and enable students to achieve excellent results. But its disadvantages will gradually emerge in the future study. The primary school stage is the most basic and important stage in the whole learning career. Therefore, primary school mathematics teachers have a long way to go and a great responsibility. They should pay more attention to the cultivation of students' mathematical problem-solving ability and lay a foundation for better development in the future.
3. Students lack the thinking of using mathematics to solve problems. Because of their young age, primary school students do not have the thinking mode of actively using mathematics to solve problems. The study of knowledge is also limited to textbook knowledge, and it is impossible to link what you have learned with life. For example, after "Understanding RMB" and "Addition and subtraction within 100", students may understand these two courses separately, but if they are put together and let students spend money on things, some students may not understand them. In this case, teachers and parents need to encourage students to use mathematical knowledge to solve problems in life, so that students' thinking mode is more flexible. The difficulty of mathematics is gradually increasing. Therefore, the importance of cultivating students' ability to solve mathematical problems is self-evident.
Second, measures to cultivate students' ability to solve mathematical problems
1, let mathematics live together. Because mathematics comes from life, it requires teachers to link mathematics with life when teaching mathematics knowledge. Primary schools often learn changing knowledge. Teachers should abandon the old ideas of the past and use materials from life in their lectures. For example, suppose a student has five yuan in his hand, a notebook needs one yuan, a pen needs one and a half yuan, and a lollipop needs fifty cents. How much money does the boss need to get back in this case? For another example, when talking about the chapter "Triangle has stability", the teacher can give an example. There are many triangles in life, and it is this characteristic of triangles that makes the clothes rack support columnar clothes. When talking about rectangles, students can cite rectangles that are common in life and connect mathematics with life. Students must realize that mathematics is not all boring. With this kind of material in life, students can combine their learning knowledge with life, so that they can not only learn knowledge, but also solve problems with this knowledge. In the course of class, no matter how much knowledge students have learned, only by applying it to life can they truly master it and meet the requirements of the new curriculum standards.
2. Strengthen communication between students. The ability to solve problems includes not only using mathematical knowledge to solve problems, but also the ability of cooperation and communication between students. Teachers throw a question in class, let students discuss it freely in groups and express their views on the problem, so that students can be in the main position of learning, take students as the center, and can not blindly carry out teaching activities. What teachers should do is to guide students, encourage them to express their views bravely, and learn to listen to the opinions of other members of the same group and make a comprehensive analysis. Encouraging students to discuss, brainstorm and divergent thinking is conducive to forming good study habits and future study.
3. Teachers should create problem situations. Pupils are too young to understand some complicated sentences and questions. Therefore, teachers should learn to use problem situations flexibly in the teaching process, explain knowledge with students' own examples, and let students contact themselves, which is easier to understand and accept. Moreover, for some materials that can be made by hand, teachers can also encourage students to do it themselves, for example, making a cone, a cylinder and so on. The cone is fan-shaped when disassembled, and the cylinder is rectangular when disassembled. This method visualizes complex problems, enables students to solve problems faster, understands the relationship between different graphs, and cultivates students' practical ability and imagination.
Three. Concluding remarks
Under the background of quality education, teachers are required not only to teach students knowledge, but also to have the ability to solve problems. Therefore, in the teaching process, primary school mathematics teachers should learn to use the materials in life, and pay attention to the cultivation of students' problem-solving ability while imparting mathematics knowledge. Only by closely combining mathematics with life can we avoid a sense of separation between mathematics and life. While solving problems, students can think independently, cooperate with classmates and communicate deeply, thus promoting students' better development.
refer to
[1] Hangguoxue. Practice and thinking on cultivating students' ability to find and solve problems. 20 14。
[2] Pan Songmei. Research on the cultivation of primary school mathematics problem-solving ability. 20 15。
;