Cultivating students to observe the quantitative relationship between objective things around them is the key to improve primary school students' ability to analyze and solve practical problems, and it is also an important embodiment of comprehensively improving students' quality. In teaching, let students conduct social investigation and collect data, realize that mathematical knowledge comes from life practice, and guide students to use the mathematical knowledge they have learned to solve practical problems; Guide students to participate in the whole process of establishing concepts, let them master knowledge, and more importantly, learn thinking methods such as observation, comparison, abstraction, generalization, analysis and synthesis to develop their thinking quality; Guide students to know and understand practical problems in life, such as teaching the understanding of "kilometer", and let students establish the concept of actual length of "kilometer" by "walking" on the way to and from school; Instruct students to use what they have learned to solve practical problems. For example, when solving simple application problems, finding out the required known conditions according to the problems is the process of analysis, and putting forward that the problems that can be solved according to the known conditions are the comprehensive process. When solving complex application problems, analysis and synthesis are more complicated. Firstly, the composite application problem is decomposed into several related simple application problems, and then the known conditions needed to solve each simple application problem are further analyzed. Then the known conditions are combined in pairs, and several simple application problems are solved continuously, and finally the answers to the questions are obtained. For example:

Two-step application problem: "Students made 12 red flowers and 8 yellow flowers. Give kindergarten 15, how many flowers are left? "

Question: How many flowers are left? What should I know? -how many flowers a * * * has made and sent. (analysis)

Do you know how many flowers a * * * can bloom? So what's the first thing?

I need to know how many flowers? -made some red flowers and yellow flowers. (analysis)

What is told in the question? How to ask a * * * to make a lot of flowers? (comprehensive)

Two. Cultivate students' good questioning ability

The ancients said, "Learning begins with thinking, and thinking originates from doubt." Teachers' attention to students' questions is an important means to mobilize students' learning initiative and participation in learning, and it is also an important link to cultivate students' innovative consciousness. First of all, we should create a relaxed and free atmosphere so that students can dare to question. Democratic and harmonious teaching atmosphere is the premise for students to play their initiative, which can eliminate students' nervousness and put them in a relaxed psychological environment. When students feel comfortable, they can quickly enter the best state of learning, be willing to think and dare to question. Therefore, we teachers should play an equal role with students and change "central teaching" into teacher-student interaction. In class, we teachers should face every student, especially those with learning difficulties, with full enthusiasm and sincere smile, with love and patience, so that they can deeply feel the teacher's love and concern and truly realize that they are the masters of learning. So as to shorten the psychological distance and role distance between students and establish a new type of teacher-student relationship of friendship. Secondly, students should be allowed to question "mistakes". This is the premise that students dare to question. For example, when I was teaching "Calculation of Rectangular Area" in the third grade, I gave each group of students a rectangle and asked for the area of this figure. Then a classmate asked, "I don't know the length and width, how can I find the area of a rectangle?" I then asked, "How to solve this problem?" The students began to look for the answers to the questions word by word, and the classroom atmosphere became lively. Finally, the team began to measure the length and width of the rectangle and quickly calculate the area of the graph.

Secondly, it is necessary to create a questioning situation so that students like to question.

Interest is the forerunner of children's entry. Einstein said, "The best teacher is love." With love, children have the motivation to learn, and they will take the initiative to acquire knowledge in activities. The purpose of creating questioning scenes is to induce students to ask questions actively, fully expose students' cognitive structure and teaching objectives in class, and thus help solve problems through discussion. Similarly, when teaching the calculation of rectangular area, I will show two figures first, so that students can find ways to compare the areas. Some students use "digging and filling method" to compare two figures, and some students use 1 square meter to measure. While affirming the students' active thinking and brainstorming, I put forward a new question: "Can we still know the land area of Tiananmen Square and China in this way?" The students realized that this method was too troublesome and impractical. So, is there a simpler way to find the area of a graph? Doubt germinated students' thirst for knowledge, and they were eager to try and began to explore new knowledge.