First, cultivate students to develop a good habit of examining questions. The difficulty of application questions depends not only on the amount of data, but also on the complexity of plot interweaving and the quantitative relationship of application questions. At the same time, the narrative in the topic is written language, which will make it difficult for students to understand, so the first link and premise to solve the problem is to understand the meaning of the topic, that is, to examine the topic. Examination of questions is the premise of understanding and solving problems, so examination of questions must be careful. What do you want to know about the topic? What happened? What was the result? Find out what conditions are given in the question by reading. What are the questions that must be asked? Practice has proved that students can't do or solve wrong problems, often because they ignore the meaning of solving problems. Once you understand the meaning of the problem, its quantitative relationship will be clear. So from this perspective, understanding the meaning of the topic is equivalent to doing half of the topic. Of course, students should learn to think while reading. Second, let students often carry out the training of judging and analyzing the quantitative relationship. Quantitative relationship refers to the relationship between known quantity and unknown quantity in application problems. Only when the quantitative relationship is clear, can the algorithm be properly selected according to the meaning of the four operations, and the mathematical problems can be transformed into mathematical formulas and solved by calculation. Therefore, the quantitative relationship of application problems is actually the arithmetic and structure of four operations. I found that students often choose the wrong algorithm because of the interference of individual words or overlapping numbers when solving application problems. Therefore, from the beginning of application problem teaching, we should focus on analyzing the quantitative relationship. Therefore, we should first attach importance to analysis and reasoning in teaching. This is because not only the calculation process of the solution should be analyzed through the quantitative relationship, but also the calculation process itself reflects the arithmetic of solving the problem. Therefore, we should attach importance to teaching students the significance of connection operation and transform the plot language described in the application problem into the concept of mathematical operation. Tell stories in students' own language on the basis of understanding. For the algorithm of each problem, the teacher should carefully reason, let the students reason, let the students abstract the quantitative relationship from the plot of the application problem and integrate it into the existing concepts. Thus, it is avoided that primary school students only rely on the assumption of some words in the problem or blindly try to choose the algorithm. It not only cultivates students' problem-solving ability, but also develops students' analytical reasoning ability, laying a foundation for solving more complicated application problems in the future. For example, in teaching, "I bought 54 boxes of chalk at school and used 6 boxes every day. How many days did it take me? " Individual students grasp the word "use" and solve it by subtraction. Every time such a problem appears, I ask students to analyze the quantitative relationship, make clear the correct solution, guide students to discuss how to change the original problem, and then solve it by subtraction. Another example is "Li Shifu wants to make 72 parts, and has already made eight. How many more can I do? " Because division was often done during that time, one fifth of the students listed 72 as soon as they saw 72 and 8. The formula of 8. By analyzing the quantitative relationship, students know that they are wrong. I then ask the students to say, how can the conditions and problems of this problem be changed before they can be solved by division? This kind of judgment and analysis is also helpful to improve students' ability to solve application problems. Secondly, we should attach importance to the teaching of the basic structure of simple application problems, so that students can make it clear that simple application problems are composed of two known articles and one question, and the missing conditions need to be supplemented, and the missing questions need to be supplemented to form a complete application problem. At the same time, there must be some connection between conditions and problems. You can ask questions and fill in the conditions during the teaching process. Through training, students can see two related conditions to ask questions, which can deepen their understanding of the quantitative relationship of application problems and prepare for teaching compound application problems in the future. In addition, we should pay attention to let students master the problem-solving ideas effectively. Problem-solving thinking refers to thinking clues to solve practical problems. Only by mastering problem-solving thinking can we have the direction of thinking and the basis of solving problems, so that primary school students' thinking can be gradually carried out with the help of appearances and concepts, and some complicated judgments can be made on the basis of existing knowledge and experience. For example, these four questions seem simple, but it is not easy to get them all right. Teachers should encourage students: (1). It is to draw the keywords, sentences and the results of thinking analysis and judgment in the question with words and symbols (arrows, key points, circles, horizontal lines, curves, etc.). The main purpose is to understand the meaning of each quantity and the internal relationship between quantity and quantity. (2), drawing. It is to draw a line graph, use line segments to represent the quantity and its relationship in the problem, and intuitively and vividly reflect the quantity relationship of the application problem. (3) Reasoning. Inference means that students can speak their own thinking process and corresponding truth in clear, concise and accurate language in the process of analyzing and solving application problems. Let the students master the method and let them try the joy of victory, thus increasing their confidence in analyzing problems. Through this practice, students know that analyzing the quantitative relationship and finding the correct unit "1" is the key to correctly answer application questions, and learn how to transform conditions and questions into mathematical operations according to narrative plots. Third, help students master the correct steps to solve problems. When we begin to teach application problems, we should pay attention to guiding students to answer application problems according to the correct problem-solving steps, and gradually develop good habits, especially the habit of checking, checking and writing good answers. Whether a question is done correctly or not, students should be able to self-evaluate, strengthen the right and correct the wrong feedback, which is actually a process of reasoning and argumentation. The completion of the column calculation only solves the problem of "how to answer", and the reasoning argument solves the problem of "why to answer like this". Primary school students are not good at transforming from known quantity to unknown quantity, and sometimes they can't find out obvious mistakes because of the limitation of life experience. Therefore, students must be taught the methods of checking calculation, such as: connecting with practice, transforming the conditions of problems and other solutions; It can also be done by teachers and students together, then transferred to students under the guidance of teachers, and finally developed into students' independent completion.