Problem solving is a mathematical activity centered on problems and 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 methods in teaching are as follows: 1. Cultivate students' habit of examining questions and improve their ability to solve problems. 1. Let the students read the questions carefully, examine the questions and find out the answers. 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 the 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. Here, the original students are easier to understand, but numbers are a new word, so I repeatedly guide students to read a three-digit number, which is 2. I read it twice in a row, but I still don't know. What do you mean when I point to the number? Whose total is this? What do these figures refer to? 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, too. I immediately asked: Who can say something about the understanding of numbers? Another student immediately stood up and said that the 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: the number of units, tens and hundreds can only be one digit, not two digits. After the students understand the numbers, I come 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 read on: What does it mean that this three-digit number is 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 in two steps, 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 dialogue between the salesgirl and the children, giving the problems to be solved. 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 them. 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 the questions first, find out the 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 fruits instead of apples and oranges, and then let the students try. At this time, only a few students learned to do it, so I had to let them simulate it again and do it again until most students learned to do 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.
4. Instruct students to use various strategies to optimize the knowledge structure. In teaching, I adopt an open teaching method to guide students to adopt the method of multiple solutions to one problem, encourage students to get rid of the fixed thinking, think about mathematics problems from different angles, think in all directions in different ways, cultivate students' thinking ability and cultivate students' diversified problem-solving strategies. When the problem is solved,