Reading and understanding

1. Looking for information

Finding information is the first step to solve the problem. The lower grades present problems in the form of pictures, tables and dialogues. With the increase of grade, the number of pure text questions gradually increases. In practical teaching, the most effective way for middle and lower grades is to know that students learn to look at pictures and collect necessary information from them. Teachers should pay attention to three situations: first, the information in the question is scattered, and students should be instructed to look at the picture many times to find as much information as possible; Second, when the information in the question is hidden, it is easy to be ignored, which is to guide students to look at the picture carefully. Third, there is a large amount of information, and students should be guided to collect relevant information according to the questions.

ask questions

It is more important to ask questions than to solve them. Only by recognizing the relationship between information can we put forward reasonable mathematical problems. Teachers consciously provide opportunities for students, create an atmosphere for students to ask questions boldly, guide students to learn to ask questions, and encourage students to ask questions.

3. Schematic diagram

Sketch makes text supplemented by graphics, which is helpful to reflect the intuition of teachers' teaching and help students better understand and accept what they have learned. Guiding students with schematic diagrams can fundamentally cultivate and improve their problem-solving ability and autonomous learning ability. It is better to teach people to fish than to teach them to fish. Only by learning how to solve problems can we fundamentally learn how to do problems. Only when students learn to draw schematic diagrams can they learn to explore independently and find solutions to problems in their later studies.

(2) Analysis and solutions

1. quantitative relation

Based on the preconceived principle of psychology, the first established "model" representation will not only leave a deep impression on students, but also play a guiding role. In the division "application problems" of grades one to four, the divisor is always greater than the divisor, and the arrangement of teaching materials is too simple and lacks comparative presentation. If the teacher does not analyze the "quantitative relationship" well in teaching, or some teachers tell the students directly in pursuit of grades: "Remember that you divide the decimal by the large number!" So that the fifth grade became a habit. Therefore, in the teaching of "application problems", we must strengthen the analysis of "quantitative relationship".

Quantitative relationship means that students have accumulated some perceptual knowledge about some quantitative relationships in their surrounding lives on the basis of solving practical problems in production and life by using operational significance and basic quantitative relationship. Teachers can appropriately guide them to abstract and summarize some specific quantitative relations, which are customarily called "common quantitative relations". For example, the relationship between unit price and quantity and total price, the relationship between work efficiency and working time and total workload, the relationship between speed and time distance and so on.

2. Formula calculation

Column calculation is the most important step in solving problems. Looking for information, asking questions and drawing schematic diagrams are all for making formulas and calculating answers. This step has taken so much effort, so students are required to be careful not to misread the data. Remember the wrong number.

3. Review and reflection

Review and reflect on the learning process, summarize learning methods, accumulate experience in teaching activities, and realize mathematical thinking methods. Feel success in retrospect, enhance self-confidence in learning and form the habit of reflection. In teaching, we should pay attention to review and reflection. In fact, both review and reflection belong to inspection. Check the formula for typos, addition, subtraction, multiplication and division, check the formula for data errors, and check for calculation errors. For example, if you enter one when you are over 30 years old, you will return one if you don't reduce it enough, there is an error in the multiplication formula, there is an error in the decimal point of the senior year, or the divisor of the fraction is almost complete, and so on.

Generally speaking, it is precisely because the problem-solving teaching in primary school mathematics is one of the curriculum objectives stipulated in the new curriculum standard, which occupies a very important position in primary school mathematics and is one of the difficulties in teaching. Therefore, the reading comprehension, analysis and solution, review and reflection in solving problems are discussed, hoping to play a certain role in solving problems in primary schools.