First, create a lively and interesting teaching situation, which is linked with real life.
In problem-solving teaching, teachers should pay attention to students' interest in age when creating problem situations and choosing topics, so as to stimulate students' enthusiasm for learning, actively participate in the exploration of classroom activities and give full play to students' dominant position. For example, when teaching the equation to solve the problem of "the number of stamps", we use multimedia to present the situation in the form of pictures and texts, and tell the students the situation in the form of stories. "One day, the teacher visited a friend's house. We had a good chat after dinner. There are two lovely children in their family, and they are obviously happy with her sister. Their mother told the teacher that Mingming and Lele like collecting stamps very much. The teacher was curious about how many stamps they collected, so they said ... "Guide the students to watch the multimedia screen," Now it stumbles me, classmates, can you help the teacher answer this question? "
Through the story situation in life, let the students help the teacher. The students realize that the story happened in life and are willing to help the teacher, which narrows the distance between teachers and students and stimulates his enthusiasm for exploring problems.
Second, guide students to understand the meaning of questions, and cultivate students' ability to obtain information and ask questions.
The extraction of mathematical information is the premise to solve the problem. After the teacher presents the problem situation in a vivid and interesting form, he can guide the students to "What information did you get?" Students re-examine the information provided by the teacher with questions. At this time, teachers should give students time to think, leave opportunities for students, guide students to analyze and extract useful information from numerous information, and make a favorite mark next to key sentences or keywords to clarify which information is known and which is unknown target quantity, so as to have a preliminary understanding of the problems to be solved. Collect information from familiar situations and then think about what problems can be raised and how to solve them.
Third, consolidate the basic knowledge and master the basic quantitative relationship.
All the knowledge content of problem solving and comprehensive application must be based on what you have learned at ordinary times. Therefore, teachers should pay attention to the consolidation of students' basic knowledge in their usual teaching, so that students can master the basic quantitative relations skillfully, such as: distance = speed × time, time = distance ÷ speed, speed = distance ÷ time; Total price = unit price × quantity; Quantity = total price ÷ unit price, unit price = total price ÷ quantity ... Only by mastering the internal structure of knowledge can students apply what they have learned in life situations. Only after mastering the basic teaching in mathematics teaching can we teach mathematics taste, mathematics innovation, mathematics culture and mathematics thinking. At the highest level, it is to cultivate humanistic spirit. Therefore, every primary school math teacher should base himself on his own work and master the basic knowledge.
Fourth, create an atmosphere of independent inquiry and cooperation and exchange, and cultivate students' thinking ability.
Primary school mathematics is the basis for students to learn mathematics. In problem-solving teaching, we should pay more attention to the cultivation of students' thinking ability. After students have made clear their problems, teachers should give them enough time to think, retreat behind the scenes, create a situation conducive to students' independent inquiry and cooperation and exchange, hand over the classroom to students, give them the opportunity to try to solve problems and experience the problem-solving process personally. Students seek solutions to problems in their thinking and "stimulate" existing knowledge and experience with the problem situations they encounter. Develop students' mathematical thinking ability in exploration, feel the application of mathematics in life in the discussion and solution of problems, and gain the happiness and sense of accomplishment in learning mathematics.
Fifth, give full play to students' dominant position and attach importance to students' ideological reports.
The new curriculum standard points out that teaching activities are the process of active participation, interaction and development of teachers and students. Effective mathematics teaching activities are the unity of students' learning and teachers' teaching. Students are the main body of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. Mathematics teaching is not only to solve problems and achieve a single teaching goal, but also to pay attention to the development of students. In classroom teaching, teachers should pay full attention to the formation of students' emotional attitudes and values, thus promoting students' enthusiasm for learning mathematics and participating in the classroom.
Students have a preliminary conclusion to solve the problem. Teachers can boldly give lessons to students, let students report their thoughts and conclusions, correct mistakes through teacher-student interaction, gradually improve the conclusions, and solve problems.
Sixth, sum up and improve, and form a thinking method to solve problems.
Mathematics is a subject with depth and breadth of knowledge. There are many kinds of "solving problems", but there are rules to think about and solve a certain kind of problems. Careful observation often reveals that many problems have the same side. After the students' exploration report, the teacher summarizes the process and ideas of solving problems in concise language, provides some concrete solutions for students to solve such problems, and forms mathematical ideas and methods.
Seven, apply what you have learned and pay attention to the transfer of knowledge.
Problem-solving skills need to be formed through certain variant exercises. After students know how to solve some problems, teachers can "strike while the iron is hot", from easy to difficult, teach students in accordance with their aptitude and face all. By changing the conditions or questions, a question is adapted into several different types of questions, so that students can understand and analyze the reasoning, thus forming a knowledge chain and achieving the effect of drawing inferences from others. Further develop students' thinking and gradually master problem-solving methods and forming skills.
Teachers can also choose familiar materials from life and ask practical questions that students are interested in when doing variant exercises. According to the existing knowledge and experience, solving problems close to life not only consolidates the solution to problems, achieves the purpose of knowledge transfer, and stimulates students' desire for knowledge, but also cultivates students to observe life from a mathematical perspective, find and put forward mathematical problems, and feel that there is mathematics everywhere in life.
Eight, make good use of the competitive mechanism of evaluation to keep students' enthusiasm for learning.
For solving relatively boring and difficult problems, how should teachers guide students to actively participate in activity inquiry and always remain enthusiastic? In addition to vivid and interesting teaching situations and close connection with life, it is a good teaching strategy to introduce evaluation competition mechanism into problem-solving classroom teaching. It can effectively stimulate students' interest in learning, maintain students' learning motivation, improve students' learning efficiency, and cultivate students' team spirit, competitive consciousness and exploration ability.
In a word, solving problems is the key and difficult point in primary school mathematics teaching. The process of students' learning is not only to absorb new knowledge, but also to further internalize what they have learned, so as to achieve the sublimation process of applying what they have learned and solving practical problems in life. Problem-solving teaching should not only keep the classroom lively and stimulate students' learning enthusiasm and initiative, but also pay attention to the cultivation of students' thinking ability and form problem-solving thinking methods. This requires teachers to adhere to the new curriculum standard theory in normal teaching: students are the main body of learning, and at the same time pay attention to consolidating students' basic knowledge, developing students' thinking ability and laying a foundation for future application. As a primary school math teacher-a "paving stone" for students' growth, education still has a long way to go. I will continue to explore and seek better teaching strategies.