Practical problem teaching requires that the goal of practical problem teaching should be to apply the theoretical knowledge of mathematics to life. But as far as the current teaching mode is concerned, most teachers do not integrate practical problems into practical elements, but are limited to the surface of teaching. I have compiled a thinking paper on the teaching of mathematical application problems in primary schools for your reference only.

abstract:

With the deepening of the new curriculum reform, the new curriculum concept, as a teaching concept in primary schools, has been recognized by the majority of educators, effectively improving the quality of mathematics application teaching in primary schools, but there are still many problems to be solved urgently. This paper first expounds the present situation of mathematics application problem teaching in primary schools, and then discusses the strategies of mathematics application problem teaching in primary schools from three aspects: situational teaching method, environmental teaching method and practical teaching method.

Key words:

Primary school mathematics; New curriculum concept; application problem

As far as the current junior high school mathematics teaching is concerned, its teaching goal is to integrate theory with practice and inject theoretical elements into practice. On the other hand, the application problem realizes the organic combination of theoretical knowledge and real life, which can further improve students' interest and improve their social practice ability and cognitive mathematics knowledge. It is a teaching content that conforms to the new curriculum concept and lays the foundation for cultivating talents suitable for social development.

1 Current situation of mathematics application problem teaching in primary schools in China

The old teaching mode of 1. 1 lacks teacher-student interaction.

With the deepening of the new curriculum reform, although various educational institutions are trying to change the teaching mode, there are still many teachers who use the spoon-feeding teaching mode. In this teaching mode, students only learn knowledge passively, and there is not much interaction between teachers and students. More importantly, students are required to recite the ideas and methods of solving problems. For a long time, students rely more and more on teachers to instill knowledge, and gradually lose the motivation to actively explore knowledge, so it is difficult to cultivate students' creative thinking.

1.2 Application problem teaching emphasizes theory over practice.

The teaching of practical problems requires teachers to apply the theoretical knowledge of mathematics in their lives. However, as far as the current teaching mode is concerned, most teachers do not integrate application problems into practical elements, but are confined to the surface of teaching and do not extend theory to real life. Because there is no real life to rely on, this greatly increases the difficulty of teaching application problems.

1.3 students' basic knowledge is not solid.

Under the influence of the long-term examination-oriented education system, students pay too much attention to the theoretical knowledge in textbooks, and gradually lose the ability to observe life phenomena, so that students do not have rich "experience" in life. When application questions are put in front of students, students usually don't understand the background given by the questions. In addition, when teaching practical problems, teachers know that students can't understand their body shape and are only criticizing, and they don't care about the psychological characteristics of primary school students. Students will gradually lose confidence in learning math application problems under constant criticism. In addition, most of the students' application problems are listed in many words, and they lack the ability to accurately grasp the information. They can't apply the application problems to their own lives, so they can correctly analyze the application problems.

2 teaching methods of mathematical application problems under the new curriculum concept

2. 1 Applying Situational Teaching Method to Math Application Problems in Primary Schools

The application of situational teaching method in primary school students' mathematics application problem teaching is to change the old teaching mode, combine the application problems involved in primary school mathematics textbooks with reality, concretize and visualize abstract application problems, and improve students' ability to understand knowledge by concretizing abstract problems. At the same time, teachers should use situational teaching method to link application problems with students' own lives, and also design situations that can arouse students' interest, so that students can easily integrate into application problem teaching and make teaching more efficient. In addition, as an objective situational teaching, the school should be equipped with corresponding multimedia equipment to assist teaching, and use the multimedia platform to urge students to fully understand the connotation of application problems, so as to deepen their understanding of application problems.

For example, in the application problem teaching of addition and subtraction, if the teacher directly explains the problem-solving process and ideas of the application problem to primary school students, it is easy to expose the data in the application problem, so that students only pay attention to the data and ignore the actual data of the application problem, thus making students deviate from the problem-solving ideas. We can design application problems: hat price 10 yuan, clothes price 52 yuan, a pair of shoes price 32 yuan, pants price 70 yuan, problems:

Dad bought a hat and a pair of shoes for his daughter. How much did it cost?

How much are pants more expensive than clothes?

Suppose dad only bought a pair of shoes and paid the seller 100 yuan, then how much money should the seller get back?

When teaching practical problems, teachers should separate students from the numbers and arouse students' interest in teaching with vivid situational teaching method, that is, take out two students to play the roles of father and seller, and have a situational dialogue between them, so that students can understand the relationship between buying and selling in situational deduction and have a clearer idea of solving practical problems. Improve students' ability to understand application problems, lay a foundation for improving the teaching quality of application problems, and provide guarantee for primary school students to learn related contents of application problems.

2.2 the use of environmental teaching methods to solve primary school math application problems.

Under the educational environment of the new curriculum concept, environmental teaching method has been paid more and more attention in the teaching of mathematical application problems in primary schools. In recent years, the main focus of environmental law teaching is the teaching atmosphere, that is, making full use of the teaching atmosphere to cultivate students' interest in learning, fully mobilizing students' enthusiasm in learning applied problem analysis, and providing environmental protection for cultivating students' divergent mathematical thinking. Therefore, the teacher completely abandons the previous teaching mode to set off the teaching atmosphere, and adopts the form of group learning competition and students' active demonstration of problem-solving steps on the blackboard, so that students can concentrate on the study of applied problems.

For example, in the teaching of multiple application problems, there is such an application problem:

The panda picked up five corns, and the monkey picked up twice as much corn as the panda. What is the date when monkeys and pandas pick up corn?

② The school sports department bought 8 boxes of badminton, and distributed 7 boxes of badminton to 4 classes in Grade 5 on average. So how much table tennis can each class share? At this time, the teacher divides the problem-solving groups according to the method of "heterogeneous in the same group, homogeneous in different groups" and puts forward the requirement of solving application problems in a specific time. Each problem-solving group sends a representative to demonstrate the analysis steps of the whole application problem on the blackboard, and the teacher grades according to the actual problem-solving situation of the students.

2.3 Primary school mathematics application problems using problem-solving teaching method.

General inquiry practice teaching methods mainly include:

(1) Increase the intensity of primary school students' classroom practice of application problems, which is mainly reflected in the fact that teachers assign certain classroom practice tasks to practice after teaching a lesson, so as to deepen primary school students' memory of this lesson and consolidate the content of this lesson. Finally, the teacher found out the students' learning situation according to their analysis of the exercises.

② Increase the intensity of primary school students' after-school exercises. It is reflected in the arrangement of corresponding homework after class, and the time for writing homework should be controlled within two hours, so that students can combine work and rest and form a scientific learning law.

③ Consolidate the knowledge learned regularly, but the pupils are not self-disciplined. At this time, teachers should supervise with parents to ensure the effectiveness of reviewing application questions.

3 Conclusion

To sum up, the application problem teaching of primary school students under the new curriculum concept should stimulate students' interest in learning mathematical application problems according to the teaching content, students' psychological characteristics and actual situation, and effectively improve the effectiveness of application problem teaching. Abandoning the original spoon-feeding teaching method, we are really committed to improving students' understanding ability of practical problems, cultivating students' creative thinking and providing guarantee for students' all-round development.

References:

June Wu. A probe into the teaching of mathematical application problems in primary schools under the new curriculum concept [J]. Curriculum Education Research, 2014 (34):115.

[2] Xue Ying. Reflections on the teaching of mathematical application problems in primary schools under the new curriculum concept [J]. New curriculum (primary schools), 20 15(06): 193.

[3] Li Li Research and Practice of Mathematics Application Teaching in Primary Schools under the New Curriculum Concept [J]. Chizi (Middle School), 20 15(02):277.

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