The types of application problems in primary school mathematics stage are often relatively simple, which can be summed up as nothing more than poor problems, travel problems, engineering problems, percentage problems and so on. The following small series will sort out how to improve the application problems in fourth-grade mathematics for you, hoping to help you!

1 how to improve the fourth grade math application problems

Pay attention to the flexibility of application problem teaching and break the mindset.

The types of applied problems in primary school mathematics stage are often relatively simple, which can be summarized as differential problems, travel problems, engineering problems, percentage problems and so on. In order to improve students' problem-solving efficiency and make students' problem-solving ideas clearer, many teachers are used to classifying and explaining various problems when teaching application problems, so that students can remember the commonly used formulas of various application problems. This classified teaching method plays a very significant role in improving students' ability to solve applied problems. However, due to over-emphasis on classification, students' thinking mode is often objectively formed.

For example, Team A needs 65,438+0/3 days to complete a project, and Team B needs 65,438+0/4 days. Now two engineering teams, Party A and Party B, are together and ask how many days it will take to complete the project tasks. As soon as many students saw this topic, they skillfully wrote the solution formula of1/(1/3+1/4), without carefully examining the topic or considering the rationality of the answer, which made them get the wrong answer under the influence of carelessness and mindset. It can be seen that overemphasizing the regularity of solving application problems is easy to make students fall into a mindset, which not only solidifies their thinking, but also affects the improvement of their comprehensive quality. Therefore, teachers must pay attention to the flexibility of teaching in order to achieve the teaching goal of application problem quality.

Let the students try to write their own application problems.

In order to improve students' ability to solve practical problems, teachers can also encourage students to write their own practical problems according to what they have learned. On the one hand, it can enhance students' active participation; On the other hand, in the process of writing practical problems, it can effectively improve students' thinking flexibility. For example, the teacher can ask students to fill in the application questions first, give the conditions of the application questions, and let the students fill them themselves, or give the questions and let the students add the necessary conditions themselves. For example, in order to improve the equipment of the activity center, the sports activity center of a class is now buying some new sports equipment with the class fee.

At present, one class costs 300 yuan, including three basketballs 120 yuan and 10 badminton rackets 80 yuan. Now students are required to write their own questions according to these conditions. As a result, students began to use their imagination, and many questions were raised, such as how much is each basketball? How much is each badminton racket? How much class fee is left in the class now? You can also use the remaining class fees to buy some basketball or badminton rackets. In the process of filling in the questions, students not only give full play to the initiative of learning, but also increase the openness of the questions, which is of great help to the improvement of students' thinking ability, generalization ability and summary ability.

2 mathematics interest teaching

Introduce interesting games and life scenes into the classroom to make the classroom activities full of joy.

Pupils are naturally active and curious. Games are students' favorite activities and the most effective way to exercise students' abilities in all aspects. Teachers should intersperse some small games in the teaching process to arouse students' learning enthusiasm. For example, when teaching addition and subtraction in the first grade of primary school, let students prepare some gadgets such as counting sticks, so that they can master the knowledge they need to learn in this lesson in the game, and at the same time make abstract mathematical formulas intuitive and easy to understand. Life is mathematics, and mathematics comes from life. In the usual teaching, teachers can introduce some common examples in life into the classroom, and in the process of telling examples, they can insert mathematical knowledge into them.

For example, the problem of how sheep eat the most grass is actually the knowledge of the circle and its radius. At the same time, various vivid and intuitive teaching AIDS such as cubes, cuboids, cylinders and cones can be comprehensively used in class. The use of physics teaching AIDS in teaching has a high interest of students and obvious effect. You can also use multimedia teaching methods to enrich the teaching content, stimulate students' interest in learning and improve the teaching effect. For example, when teaching trapezoidal area, teachers make full use of the advantages of multimedia to cut two triangles of trapezoid into a rectangle, and students naturally learn the ins and outs of trapezoidal area formula. Similarly, the derivation of parallelogram area formula is also the same.

Design homework effectively and reasonably, cultivate students' interest in learning mathematics and improve teaching effect.

Homework is an effective supplement to classroom teaching and the most effective way to test the teaching effect. It is also the consolidation and extension of knowledge. Teachers should create their own learning space for students, because mathematics learning focuses on understanding, and only when students really understand can they keep it firmly in their minds.

Pay attention at ordinary times and don't do too much homework. Too much homework can easily cast a shadow over students' study. You can add some practical homework appropriately to make learning no longer monotonous. Pay attention to the quality and control the quantity of homework. Always remember that homework is to test students' study, not punish them. Teachers can design homework with different gradients according to students of different levels, so that top students can eat well, middle students can eat well and poor students can eat well. In this way, students at different levels have gained something, achieved success, gained strong self-confidence and high interest, and the effect is reflected.

3 Mathematical thinking training

Mathematics is a science that needs high problem-solving skills.

Historically, mathematics is full of all kinds of problems and solutions. China's Nine Chapters Arithmetic appears in the form of problems and algorithms to solve them. In Europe, Euclid's geometry originally appeared in the form of deduction, but it was also full of problems and their solutions. The Greeks also left three famous geometric drawing problems. During the Italian Renaissance, mathematics was very prosperous, and mathematicians asked each other questions and sought answers as a form of challenge. In modern mathematics, people have made progress in their research, but they have also left many questions and conjectures for future generations. The solution of Fermat's last theorem is considered by mathematicians to be a very important event. Now people are still talking about many important issues, such as the zero point of Riemannian function, Poincare conjecture (which is said to have been proved) and so on. Mathematics makes progress by constantly solving problems and constantly generating new ones. This method of solving problems comes from creative mathematical thinking. Mathematicians invented imaginary numbers when solving cubic algebraic equations. When discussing whether algebraic equations can be solved by roots, Galois developed group theory, and the achievement of creative achievements must rely on the in-depth grasp and in-depth study of outstanding achievements of predecessors.

In our teaching work, we must let students master the basic learning content and thinking methods. Cultivate the spirit of in-depth and hard study. For excellent students, you can arrange some difficult problems, but you must not ask them to do things that are not available at present (such as solving historical problems in number theory), let alone do things that have been proved impossible (such as three major problems of geometric drawing), so as not to waste time and energy. You can't engage in sea tactics, simply memorize ready-made problem-solving methods, but ignore the training of mathematical thinking and the creative ability to find ways to solve problems by yourself. Mathematical olympiad is beneficial, but it is not appropriate to pay attention to these two aspects and make olympiad younger.

Guide students to grasp the turning point of thinking.

Students' thinking sometimes gets stuck, which is the obstacle point of thinking. At this time, teaching should be guided and instructed in time to promote students' thinking change, and take this as an opportunity to promote students' thinking development. For example, both parties process a batch of parts at the same time, and the number of parts that Party A plans to process is 2/5 of that of Party B. In fact, A has processed 34 pieces more than planned, which is exactly 7/9 of that of B. How many parts are there in this batch?

When students think about this problem, although they can accurately judge that the scores of 2/5 and 7/9 are based on the number of parts processed by B, the values of these two standard quantities are not equal, so students' thinking is hindered. Teachers should seize this opportunity in time to guide students to start thinking: "The number of parts processed by A is 2/5 of that of B", indicating how many parts A and B plan to process? "Exactly 7/9 of the number of parts processed by B" also shows how many parts actually processed by A and B? In this way, the score relation of standard quantity B will be transformed into the score relation of standard quantity based on the total number until the problem is solved. In this process, the process of teachers guiding students to associate scores with ratios is actually the process of students' thinking turning. Grasping this turning point is conducive to overcoming students' thinking obstacles and cultivating divergent thinking.

4 new ideas of mathematics classroom teaching

Create a harmonious communication space and democratize the relationship between teachers and students.

"For the development of every student" is the core concept of the new curriculum. In order to realize this new educational concept, teachers should not only treat students with a developmental perspective, but also learn to respect and appreciate every student. For example, "You have a unique view on this point." "What you said is very reasonable." We should be good at discovering students' "innovative ideas" and "bright spots" and encourage and cultivate students' good mathematical feelings in time. "Teaching" should serve "learning".

Classroom is a small world, learning is a big stage, teaching seeks methods, teachers and students seek development, and truly return the classroom to students. Teachers should know how to make use of the space and stage provided by mathematics classroom, fully embody the equal, democratic and harmonious relationship between teachers and students, adopt effective teaching methods and corresponding measures, make the teaching process a process of self-exploration and self-innovation, constantly cultivate students' innovative spirit and practical ability, and achieve the goal of comprehensively improving students' mathematics quality.

Cultivate students' application consciousness and solve problems rationally.

Students' application consciousness is mainly manifested in "recognizing that there is a lot of mathematical information in real life and that mathematics has a wide range of applications in the real world;" In the face of practical problems, we can actively try to use the knowledge and methods we have learned from the perspective of mathematics to find strategies to solve problems; Facing the new mathematical knowledge, we can actively look for its realistic background and explore its application value. "(Mathematics Curriculum Standard) Students should not only understand the questions raised in the classroom and master ready-made mathematics knowledge and skills, but also consciously use classroom methods to understand things around them, understand and deal with related problems, so that the knowledge they have learned becomes closely related to life and society, and truly make mathematics" come from life and apply it to life ". In this regard, teachers should fully be the guides and collaborators of students' "using mathematics".

For example, after learning the measurement of "statistical knowledge, price and shopping calculation, length, area, volume, etc.", we should provide students with practical opportunities as much as possible and guide them to apply mathematics to their lives. We can ask students to measure the length and width of the classroom; Measure the length and width of blackboard, desk and book; Measure the length and width of furniture and the height of mom and dad; Measure the weight of mom and dad; Calculate the price of goods purchased, such as shopping. In the course of "applying mathematics", we can experience the role of what we have learned, stimulate students' enthusiasm for learning, stimulate students' internal force to solve problems, and let students taste the pleasure of applying what they have learned.