1 A Complete Collection of Math Problem Solving Methods in Primary Schools
(1) Read more questions, read slowly, be fluent and coherent, underline the questions and circle the key words.
Reading questions is conducive to students' understanding of problems and to seeing the opportunity to solve problems through language description. For students with learning difficulties whose problem meaning representation is blocked, we should guide them to start from "pointing to reading" (pointing to the topic with a pen tip and staring at the pointed text with eyes), and gradually develop the habit of thinking while reading, and read it several times until they understand it. In addition, they can be instructed to underline the known mathematical information and the questions they want, and circle the key words in the sentence.
(2) Turn "large numbers" into "decimals".
For example, a book has ***369 pages, and an average of 4 1 page is read every day. How many days have you finished watching it? For students who have difficulties, just change the original title to: A book has 24 pages, with an average of 8 pages a day. How many days will it take to complete? They can often blurt out "3 days". Then use "small steps" to ask: What method is used? How to form? Why is this happening? What are the similarities and differences between these two problems? Let the students understand that these two questions are all about finding a number, and there are several numbers in it.
(3) Contact life and imagine the situation.
Let the students imagine that they are "Xiao Ming" in the question, enter the situation and imagine that they are buying tickets with 20 yuan money. So as to enhance students' immersion and help solve problems. The above three strategies are actually the strategies of reading and examining questions in the past, and they are still very practical.
(4) List and drawings.
Tables and charts have the characteristics of intuitive images, which can help students express problems concisely, clearly and correctly and improve their ability to solve problems. When using proportional knowledge to solve the problem of positive and negative proportions, students with learning difficulties often don't know the corresponding relationship between quantity and quantity. You can guide the list of students to help you understand.
2 methods to solve the problem
(1) Cultivate the good habit of examining questions. First of all, we should look at numbers and symbols, and secondly, we should look at the order of operations, and make clear what counts first and then what counts. Third, we should examine the rationality and simplicity of the calculation method to see if it can be simplified and then solve the problem.
(2) Develop the habit of careful calculation and standardized writing. Write according to the format, align the numbers, and keep the works neat and beautiful.
(3) Develop the habit of estimation and inspection. This is the guarantee of correct calculation. Checking calculation is a kind of ability and a habit.
(4) Emphasize inspection. All calculations should be copied, and students are required to proofread all the copied ones, so as to make them good and not leak.
(5) Rational use of draft paper. When you make a draft, you should type it from left to right and from top to bottom in an orderly way. Write one and turn over another. The estimated position is not enough. Don't write casually, instead, make a draft in a place with large space. When checking, you can also start from the draft.
3 methods to solve the problem
1, the habit of careful observation. By carefully observing the situation diagram and operation process in class, we can develop the habit of paying attention to the things around us.
2. The habit of asking questions. Teachers should guide students not to be ashamed to ask questions, and praise those students who dare and are good at asking questions at any time. Teachers should answer students' questions patiently. Give students the right to ask questions in class.
3. The habit of thinking from multiple angles. When encountering problems, do not think from one angle, but explore the answers from multiple angles to encourage students' innovative thinking and innovative thinking.
4. The habit of being good at association, conjecture and hypothesis. When there is no way to start with a question, you can make a bold guess, assume the answer, and then reason forward. This method can be used especially when doing difficult problems.
If students form these good habits, their thinking flexibility will be greatly improved, and their understanding ability will also rise.
4 methods to solve the problem
(1) Reasonable strengthening.
After the unreasonable knowledge structure of students with learning difficulties is solved, corresponding exercises should be carried out. The first principle of implementing exercises is to strengthen pertinence, make up for what is missing, and strengthen what is weak; At the same time, pay attention to timely reinforcement and grasp the frequency of reinforcement.
Timely reinforcement is to consolidate students' newly acquired knowledge points and knowledge structures in the classroom according to the law of forgetting curve. The frequency of reinforcement refers to shortening or extending the period of reinforcement according to the actual situation of mastery and rebirth, so as to promote the internalization of problem-solving methods.
(2) decomposition and strengthening.
In order to make students with learning difficulties form stable and clear thinking, we usually adopt the strategy of "decomposition and reinforcement" for training, that is, we break down the problem into several "small steps" to provide a scaffold for the clarity of thinking, and then gradually dismantle this scaffold.
(3) Forward processing strategy.
Forward processing strategy refers to not considering the special problem of a problem, but considering how many problem situations can be formed by the variables contained in such problems as a whole, presenting them in an all-round way and practicing them one by one, thus helping students form a knowledge system to effectively solve such problems.
(4) Pay attention to the fourth step when tutoring students with learning difficulties. For example, the bottom radius of the conical die is 75px and the height is 100px. What is its volume? Students with learning difficulties can often choose the formula V = 13Sh, but the formula is listed as 1/3? 3? 4。 It turns out that they intuitively think that it is the multiplication of three numbers, but they ignore the practical significance of the formula. Therefore, it is often necessary to emphasize the required conditions and remind people of the known data.
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