Mathematics application problems in the third grade of primary school are above the first and second grades and below the fourth and fifth grades, which is an important link in the middle. Therefore, how to cultivate students' ability to analyze and solve application problems has become the most important thing in junior high school mathematics teaching. Now I want to talk about some superficial ideas and suggestions on this issue. First, cultivate students' ability to read textbooks and develop their creative thinking.
In the teaching of application problems in grade three, it is an important link to cultivate students' ability to read textbooks carefully, to develop students' creative thinking, to improve teaching quality and to lay a solid foundation in mathematics. Only by reading carefully can students use their brains and calm down to think about problems. After a long time, students can gradually develop a good habit of being diligent and good at thinking. As far as I know, quite a few students often don't pay attention to the questions when they understand and answer application questions. Among the students in Grade Three, those with good Chinese scores are already proficient in Chinese, while those with poor Chinese scores seem to be unfamiliar or unfamiliar at all. It is particularly important to guide junior three students to read the text carefully. For example, in the fifth volume of People's Education Edition, there are 18 volleyballs in the school, and the number of volleyballs is three times that of football. How many footballs are there? " In this example, pay attention to guide students to read the questions carefully and repeatedly, find out the known conditions, and find out who is three times as big. As a result, the students have found out the relationship between the numbers, that is, the number of football ×3= the number of volleyball. Moreover, the correct answer to the formula 18÷3=6 is listed correctly. On this basis, I summed up a few words for my classmates-"If you apply a problem, you can't count it. Grasp the problem carefully, understand the meaning of the problem, then calculate and work out the result carefully. There is no difficulty in being careful. " Practice has proved that paying close attention to students' reading and examination of questions can not only cultivate students' good habit of doing questions, develop their creative thinking, but also effectively cultivate their ability to solve applied problems.
Second, intuitive teaching allows students to accept knowledge from the perceptual point of view.
Seeds can only take root when they fall to the ground, and students should also fall into practice when they accept knowledge. When people know things and acquire knowledge, they always change from perceptual knowledge to rational knowledge. Teaching practical problems must also follow this law. The principle of intuition in practical problem teaching can be summarized into two categories: one is the language intuition of teachers describing things to students. This requires teachers to tell the things involved in the application questions vividly through analogy, examples or gestures, so that students can have real feelings; The other is to use the intuition of objects and graphics as much as possible, so that students can be as immersive as possible. Of course, formalism should not be pursued for intuition, and the fundamental purpose should be to let students accept knowledge. Because the junior middle school students are still young and lack of knowledge, it is necessary to emphasize the application of intuition principle in order to better complete the teaching task.
For example, the 87-face application problem in the fifth volume of the primary school mathematics textbook published by People's Education Press is Example 3: "The feeding group raises 10 black rabbits, and the white rabbits are 6 more than the black rabbits. A * * *, how many rabbits? " When teaching this example, I choose to use the intuitive form of line drawing to inspire students to think and analyze. While talking about the meaning of the question, I drew a line drawing on the blackboard to guide the students to look at the pictures, and asked, "According to the known conditions, can you directly calculate a rabbit to raise me?" What should I count first? "The student replied," No, you have to count the number of white rabbits first. "The number of white rabbits can be seen at a glance from the picture, which shows that the application of intuitive teaching in application problem teaching is very important.
Third, slow and steady, slow and fast.
Some people compare teaching to war. I thought teaching could only be a positional war, a tough battle. Never fight guerrilla warfare in the dark, let alone sing an empty plan. Mathematics teaching must be steady and steady, and application problem teaching is no exception. Teachers' speeches must be implemented in students' listening and teachers' teaching must be implemented in students' learning. The teacher would rather slow down than hurry up, otherwise the students can't keep up step by step. When it comes to important injuries, repeat them once or twice or three or four times in various ways. After speaking a meaning, pause for a moment, let the knowledge circulate in the students' minds, take root in the memory, and then continue. Appropriate movement and consistent progress are the dialectics of classroom teaching. Teachers must not take students all over the world, especially in the teaching of applied problems. After clarifying the meaning of the question, students' thinking must not be in a state of drifting. Therefore, in the teaching process, we should slowly and steadily change passive teaching into active teaching. It is better to grab a second than to stop for three minutes, so give students some time to digest and remember. In this way, not only teachers can teach happily, but also students can learn happily and quickly, so as to get twice the result with half the effort.
The age characteristics of junior three students and the particularity of junior three textbooks determine the particularity of junior three application problem teaching. As a math teacher in grade three, we should not only be familiar with the textbooks of this grade, but also be familiar with the textbooks of grades one and two as much as possible. It is necessary to master students' existing knowledge and choose textbooks suitable for students' age characteristics. Only in this way can we take practical and effective measures to complete the teaching task better.
extreme
The third grade of primary school is a special learning stage. They learn a wide range of knowledge and put forward higher requirements for students. They should not only grasp the foundation in a down-to-earth manner, but also broaden their thinking and consider problems from different angles. The change in learning is also manifested in the increase of course content and richer thinking space. In other words, the study in this grade is different from the simple knowledge acceptance in the first and second grades, and pays more attention to the cultivation of students' thinking ability and comprehensive coping ability. This is a beginning stage, but also a key stage, especially in mathematics learning. The age of junior three students is generally 9 years old. At this time, students began to enter the developmental period, and their personality began to occupy an important position, and their self-control was weak, lively and impressive. Psychology tells us that attention is a basic ability, a necessary prerequisite for students to study smoothly, and the basis for acquiring all other abilities. In primary school, we should cultivate children's good attention quality. Good attention quality is helpful to teaching and learning; Conversely, the study of mathematics helps to exercise students' attention. It is in this complementary process that students not only learn mathematics knowledge, but also cultivate this basic ability. Not only Chinese but also mathematics should be previewed in the third grade. The preview method of learning mathematics will also be of great help to cultivate the mathematical thinking ability of learning. Therefore, cultivate self-study ability, learn to read books under the guidance of teachers, and preview with teachers' carefully designed thinking problems. For example, if you teach yourself an example, you should find out what the example is about, what the conditions are, what you want, how to answer it in the book, why you answer it like this, whether there is a new solution and what the steps are. Grasp these important problems, think with your head, go deep step by step, and learn to use existing knowledge to explore new knowledge independently.
Tisso
Making full use of students' existing knowledge and experience and giving full play to students' unintentional attention is the first step to cultivate students' attention. From a psychological point of view, nothing that students are completely unfamiliar with or familiar with can arouse students' interest and attention. Therefore, only by combining students' familiar knowledge and experience can we arouse students' interest and concentrate. For example, when teaching the multiplier to be a three-digit multiplication, with the help of students' knowledge that the multiplier is a two-digit multiplication, the teacher intends to let the students know initially which bit of the multiplier should be multiplied by the multiplicand, and the last bit of the multiplicand should be aligned with that bit, which is the key. On the one hand, students' knowledge and experience come from the original knowledge, on the other hand, they come from life experience. Because we insist on applying this knowledge according to the reality and different situations of teaching materials in teaching, it has attracted the attention of students and enabled them to acquire new knowledge step by step.
Due to the poor persistence of primary school students' attention, according to this feature, classroom teaching can be organized in three links. The introduction of nature has stabilized students' excitement and given them a direction of attention. On this basis, teaching new courses has become a central link, and teachers should seize the time when students are concentrated in the first half of the class, make clear the key points and break through the difficulties. The last link is the consolidation stage, so that students can have a complete and accurate grasp of new knowledge, and teachers and students can understand and use it in a more relaxed way. It is because of the combination of relaxation that students can maintain a high degree of concentration, learn knowledge reasonably and effectively, and make full use of the classroom.