Application problem teaching is an important part of primary school mathematics teaching. It is the most important way to cultivate students' ability to analyze and solve problems by comprehensively applying what they have learned. Therefore, we must attach importance to reading and thinking in teaching. Let students find problems, explore problems, master laws and improve their ability to solve applied problems in reading and thinking.

Let me talk about how children should look at the problem.

(A use of visual media to understand the meaning of application questions, from the current problems reflected in teaching, we should pay attention to the close combination of reading questions and visual media, solve problems according to problems, and strengthen reading questions. Don't read it word for word, and don't read it only once. Reading pause. If you pause with punctuation; Pause according to sentence components; Pause according to the logic of content. You can watch it several times and help students understand the content of the topic with intuitive media. When operating, you can correctly map a sentence to the media, and when reading, you can outline the relationship between the contents around the difficulties and keywords. (B) Thinking after reading the question

First, thinking about the known is to let students start thinking on the basis of perceiving the known conditions. "What do you associate?" It is one of the ways for students to understand the meaning of questions and find the connection between known conditions and questions. For example, the side of a cylinder is square, and the side length is 18.84 cm. What is the radius of the bottom of the cylinder? After reading "the side of a cylinder is a square", students will think that its bottom perimeter is equal to its height, that is, both the bottom perimeter and the height are equal to the side length of a square, thus realizing the close connection between known conditions and problems and helping to solve problems.

Second, thinking about the problem is to start thinking according to the problem and find the connection between the problem and the known conditions. It is one of the effective methods to cultivate students' ability to analyze problems. In teaching, we can start with problem analysis. Students find out which two conditions need to be known to solve this problem according to their existing quantitative relationship and life experience. What should they do next if they don't know both conditions? Step by step, you can find the problem you need. For example, two cars, A and B, start from two places 420 kilometers apart and go in opposite directions. After six hours of meeting, it is known that car A travels 40 kilometers per hour and car B travels how many kilometers per hour? To ask the speed of car B, you need to know the speed of car A and car B and the speed with car A (or you need to know the distance and driving time of car B). Speed and unknown, the speed of a car is known, and the speed sum is required first; And ask for speed and? You need to know the total distance and the meeting time, and if you know both, the problem will be solved. (3) Thinking after solving the problem

First, thinking more can not only train students' divergent thinking and innovative thinking, but also cultivate students' ability to solve problems by using mathematical knowledge comprehensively. In teaching, there are objectively many solutions to applied problems. Students should be inspired to think more about one problem, solve more problems, compare the advantages and disadvantages of various schemes, and choose the best scheme. So as to improve students' problem-solving ability and cultivate students' good thinking quality.

Second, thinking about flexible application is ever-changing. Too much practice will only make students suffer, and they will get twice the result with half the effort when they are tired. "One subject is changeable" is one of the good methods of refining, which can not only broaden students' horizons, expand their thinking, improve their adaptability, but also prevent students from thinking in a fixed way. When designing homework, teachers change the known conditions or problems of an application problem, so that students can practice in contrast and improve their transfer ability.

Third, after thinking about the law of solving problems, we should inspire students to think about the methods of solving problems. They should not only know how to do it, but also know why to do it. They should conscientiously sum up the laws and achieve the purpose of drawing inferences from others, which is conducive to strengthening the understanding and application of knowledge and improving students' ability to solve application problems.

How to Teach Math Application Problems in Primary Schools Well

Application problem teaching is a difficult point in primary school mathematics teaching. The process of solving application problems is actually the process of analyzing, deducing and synthesizing quantitative relations and discovering the unknown from the known. To solve practical problems, we should not only comprehensively use basic knowledge such as concepts, nature, significance, laws and formulas in primary school mathematics, but also have the ability of analysis, judgment, reasoning and comprehensive thinking. Therefore, application problem teaching can not only consolidate knowledge, but also help to cultivate students' initial logical thinking ability. So, how to teach practical problems? Therefore, after continuous exploration and practice, the author carefully designed the seven-ring teaching method of applying problems and received considerable teaching results.

Under the guidance of psychological theory and "Mathematics Curriculum Standard", the seven-ring teaching method of applied problems is a continuous exploration and research according to the characteristics of applied problems, the position of applied problems in primary schools and the confusion caused by applied problems. It takes students as the main body, pays attention to strengthening thinking training and developing students' thinking, and improves students' ability to solve practical problems flexibly. Its basic links are: guide → read → think → say → remember → find → research. Now, let me explain it separately.

Learning guidance, that is, introducing new courses, is a bridge for teachers to organically connect all links. Its purpose is to point out the direction for students to explore new knowledge, stimulate their enthusiasm for learning, focus their attention on new knowledge, and make them devote themselves to learning. The level of guidance will directly affect the success or failure of teaching. Therefore, teachers should not underestimate the teaching of this link, but should attach great importance to it. The content of reading guidance should not only be closely related to new knowledge, so that it is beneficial to students' migration and analogy, but also closely related to students' reality and real life, so that students feel easy to learn and interesting;

Both useful and valuable. Therefore, in teaching, teachers should pay attention to the way of guidance, or inspire from students' real life, or make full use of learning tools and teaching AIDS to solve doubts, or use courseware to give full play to the advantages of multimedia to attract students, or interlocking innovation. In a word, no matter what method is used, as long as it can achieve the purpose of guidance and natural guidance, it is generally a desirable and effective import method. Step 2 read

Reading refers to reading questions, which is an important link in the teaching of applied questions and a process for students to perceive information and data by themselves. Reading seems to be a very simple thing. In fact, it is still difficult to see the application problems thoroughly. In fact, one of the main reasons why some students make mistakes is that they look at the questions and don't understand them. "If you read a book a hundred times, you will understand its meaning." Application problems are no exception. It can even be said: "It is better for students to copy more topics." The reason here is just like asking students to copy words they don't know. No matter how many times they copy, students still don't know or understand.

Reading, pay attention to a certain way. In primary school, most students don't pay attention to pause when reading questions, and their sense of language is poor, which leads to low mathematics consciousness and inability to understand the meaning of the questions. In teaching, teachers should give students reading guidance: they can read aloud or silently; You can look at it alone or in groups; It can also be read by the whole class in a compromise form. In addition, pay attention to the speed of reading. Generally speaking, it is better to speak slowly, based on the accurate perception of information data and problems. Therefore, when reading, we must be comprehensive and careful, without adding words or subtracting words, and even talk about words for deeper topics. This can not only improve students' mathematical consciousness, but also cultivate students' perception ability, and also improve students' ability to capture information and data, laying a preliminary foundation for students to understand the meaning of the problem. Step 3: Think

Thinking means that after reading the questions, students think about the known conditions and questions in the questions, how to express them, which quantity should be regarded as the unit "1", how to describe the questions with line graphs, what kind of quantitative relations are there in the questions, and what methods can be used to answer them, which is the central link to cultivate students' thinking ability. How students think mainly depends on whether teachers make reasonable and full use of existing teaching resources according to students' experience and thinking level, so as to make students' thinking realistic. As long as you are a math teacher, you know very well that some students, especially those with learning difficulties, often find it difficult to master math knowledge. The important reason is that they lack the consciousness and thoroughness of thinking activities in the process of solving problems. Therefore, teachers should strengthen guidance in teaching, be good guides for students, and try their best to mobilize students' brain organs. We should not only give students enough space to think, let them daydream actively and make generate's thinking spark, but also pay attention to each student's thinking activities, provide students with the opportunity to think independently and be responsible for them. It is forbidden to replace students' thinking with teachers' speeches, and strive to "make different people develop in mathematics to varying degrees".

Step 4 say

It is said that students express their thoughts in language, which belongs to oral thinking, is a new understanding of the topic, and is the most positive thinking performance. "Human thinking, especially abstract thinking, cannot be separated from words." "Words make thinking more concise." "Language is a tool of thinking, and people use it for all kinds of thinking activities." It can be seen that language can promote the development of thinking. Oral English is also an important means for teachers to understand students' thinking level. Teachers evaluate students' love of thinking, diligent thinking and high IQ, mainly from the perspective of students' enthusiasm. Therefore, in the teaching process, teachers should pay attention to the training of speaking, especially the students with learning difficulties, and stimulate their desire to speak, so that they not only want to say, but also want to say; Give them a stage to speak, let them fully express themselves and experience the happiness of success. Therefore, we should speak in a personal way as much as possible in order to better understand students. In addition, we should also pay attention to the basis, that is, what it is based on. Only by explaining the basics clearly can students understand how the application questions reflect the basic knowledge points and judge whether the results of their own thinking are correct. This will not only enable students to better grasp and apply basic knowledge, deepen their understanding of application problems and learn thinking methods, but also enable students to correctly understand themselves and establish self-confidence. Step 5 commemorate

Recording means simply recording what the students say. As far as conditions and problems are concerned, the essence of recording is the process of abridging, assembling and making the original title, which is a fine processing of the original title. As far as the whole link is concerned, the purpose of recording is to simplify the complex, deepen memory, strengthen understanding, and facilitate students' observation, analysis and comprehensive application. As the saying goes, a good memory is not as good as bad writing. After the training of "reading", "thinking" and "speaking", students often get messy information, so they often leave things behind when using them. In real life, application problems are not as detailed as those written in books, but simple records. Memory is also one of the manifestations of students' generalization ability. By observing whether the notes are complete and concise, we can see the students' language practice level. Therefore, it is necessary for teachers to cultivate students' ability to take notes, especially for complex application problems. Remember, it's best to do it in the draft book. Of course, if necessary, you can also do it in the exercise book, but you must pay attention to the hidden conditions in the topic and write out the default part when you remember.

For example, "a child's body contains 28 kilograms of water, accounting for 4/5 of his weight." How much does this child weigh? " In this question, "4/5 of body weight" is the default condition, and the default part of "moisture" should be added to "4/5 of body weight". Only in this way can students clear the first obstacle. Step 6 find out

Finding means that students find out the starting point and unit "1" of the topic according to the known conditions and problems, and then find out the topic.

The quantitative relationship (equivalent relationship) belongs to the process of analysis.

Breakthrough is generally a difficult sentence, which is an obstacle for students to understand the problem. It is usually a sentence with proportion, score or several times. Teachers should try to make students find such sentences to understand. The unit "1" is the quantity used to measure, usually the quantity one moment before the score or several times; When there is a comparison, it is generally the sum of several comparisons; Or total distance, total workload, etc. In the title. Generally speaking, the ratio of units to whom is "1". Unit "1" is one of the foundations for students to solve application problems. Whether students find the right unit "1" often affects the right or wrong of solving problems. Therefore, in teaching, teachers should guide students to find out the quantity used for comparison, and teach students the method of identifying the comparative quantity, so as to find out the quantity of the unit "1". It is worth noting that there are two or even three units "1" in some problems, so we should pay attention to the unity of the unit "1" when solving problems. Quantitative relationship is the soul of application problems, the premise and foundation for students to solve application problems, and the biggest difficulty for students to solve application problems. Mathematics teaching should not only let students know the cultural heritage of human beings about mathematics and learn some mathematics knowledge, but also let students learn to understand things with knowledge and solve practical problems. Therefore, teachers should not only enable students to acquire basic knowledge of mathematics, but also pay attention to cultivating students' mathematical consciousness and the ability to find quantitative relations from specific topics. Only by finding the correct quantitative relationship can we answer correctly according to the quantitative relationship.

There are three ways to find quantitative relations: ① finding known conditions and problems one by one; (2) comprehensively search for known conditions and problems;

③ Make clear the unit "1" and draw a line drawing to find it. When drawing a line segment, you usually draw a line segment at will to indicate the number of "1", and then determine the number of line segments to be divided ... After drawing the amount of "1", draw other quantities.

For example, "The price of a pair of trousers is 75 yuan, which is 2/3 of that of a coat. How much is a coat? " In this question, "it is 2/3 of the coat" is the default condition and the breakthrough of the topic, which should be understood; "Coat" shall be regarded as the unit "1". After students understand this, they can naturally find out the quantitative relationship of "pants unit price = coat unit price ×2/3", or draw the following line segment diagram to find out the quantitative relationship. 7. research

Research means that students study other quantitative relations by using the basic quantitative relations found and a certain condition or problem according to information data, that is, thinking from different angles, using what they have learned flexibly after learning and trying various problem-solving methods, which is the expansion of problem-solving thinking and can cultivate the flexibility of students' thinking. The specific method can be to modify the quantitative relationship by using the relationship of addition, subtraction, multiplication and division, or to transform the conditions of sentences in the topic (most of them are

In other words, to express what you have learned in many ways. Find a new quantitative relationship to answer.

For example, "A farm plans to sow soybeans and corn on 100 hectares of land. The planting area ratio is 3:2. How many hectares are sown for each of the two crops? " There is an obvious quantitative relationship in this question: "Soybean area and corn area = 100" Using the relationship between the parts of addition, we can get two quantitative relationships: "Soybean area = 100- corn area" and "corn area = 100- soybean area". The key sentence in the title is "the planting area ratio is 3:2", which is also a default condition. Completeness means that the ratio of soybean area to corn area is 3:2, that is, soybean area: corn area =3:2. In other words, the following statements and understandings can be obtained by training this condition: ① corn area: soybean area = 2:3.

② The area of soybean is 3/2 of that of corn (bean = jade × 3/2; The unit of jade is "1") ③ The area of corn is 2/3 of that of soybean (jade = bean× 2/3; The unit of beans is "1")

④ The area of soybean is more than that of corn 1/2 ⑤ The area of corn is less than that of soybean 1/3. jade = bean-bean× 1/3； Jade = bean× (1-1/3); The unit of beans is "1"⑤ 3 soybean areas, 2 corn areas and 5 * * *.

Another example: "A desk is more expensive than a chair 10 yuan. For example, the unit price of chairs is 3/5 of that of desks. How much are the tables and chairs? " The condition that "the unit price of chair is 3/5 of the unit price of desk" in this topic can also be understood as "the unit price of chair: the unit price of desk =3:5", which can be explored like the above example to find out various quantitative relations, which not only deepens understanding, enriches understanding methods, but also helps to develop students' thinking.

In short, the more quantitative relationships studied, the wider the "brain domain", the clearer the thinking and the more flexible the problem-solving methods. Therefore, in teaching, teachers should not only be satisfied with the correct results, but also conduct necessary research. Only in this way can students use different methods to solve problems flexibly, and only in this way can they satisfy the thirst for knowledge of outstanding students and make them develop better in mathematics.

The above seven links are not isolated, and each link may be accompanied or participated by other links. Mathematics curriculum standards point out that students are the masters of learning and teachers are the organizers, guides and collaborators of mathematics teaching. Therefore, in the seven-ring teaching method, teachers should grasp their roles well. It is a long and complicated process to improve students' ability to solve practical problems, which cannot be achieved overnight. Teachers should change their ideas, teaching methods and learning methods, always focus on thinking, let theories run through, fully mobilize students' senses, let students' brains, eyes, mouth and hands go hand in hand, and dare to let students actively explore in a cooperative way. Only in this way can we cultivate students' thinking and broaden the thinking of solving problems. Students can easily solve application problems.

How to do a good job in the teaching of mathematical application problems in primary schools

As we all know, learning in primary school is the starting point of lifelong education, and learning mathematics should not be just for acquiring limited knowledge and skills. In our teaching, we should pay more attention to let students learn how to acquire mathematics knowledge by themselves, learn the skills of active participation, and gain the development ability of sustainable learning that will benefit them for life, that is, let students learn to learn and lay the foundation for their socialization and lifelong learning in the future. Therefore, "student-oriented development" should be the starting point and destination of our classroom teaching.

Through the experience gained from practical teaching, I think it is more difficult for 63% students to learn practical problems, and many parents also think it is more difficult to help their children learn practical problems. There are several reasons for this phenomenon: first, the theme content does not conform to the local actual situation, and there are often some problems that our rural children have never seen or touched. In other words, many application problems in the textbook are divorced from students' real life, which increases students' interest in understanding the problems and lacks contact and communication with the subject, thus affecting the study of other subjects, and teachers only generally use question-and-answer explanations; Second, the teaching goal pays attention to the training of problem-solving skills, ignoring the cultivation of application consciousness, application ability and innovation consciousness and spirit; . Third, the solution is not flexible, and the idea of solving the problem is not open enough. Students just imitate solving problems, have no choice, no chance to think and imagine, and no time and space to actively explore and innovate thinking. Affect students' flexible use of knowledge. It is difficult for students to understand the application problems. Fourth, the presentation of practical problems is mainly concentrated in cities, ignoring rural education and lacking communication with rural knowledge, which leads to students' unclear learning. The teaching mode is single, mostly one example and one exercise, and its application is not strong. Students seem to understand clearly when they learn, but they can't start when they use it. Therefore, the teaching of practical problems should be considered from the above problems. So as to enhance the application interest of application problems, improve students' ability to solve practical problems and improve the teaching effect of application problems.

How to make application problems more active? I think teachers should make students like math problems in fun-filled life, so it is necessary to adapt to the choice of applied problems in textbooks. For example, when teaching the application problem of phase difference, the teacher provides students with several pieces of information: apples have 20 baskets, pears have 12 baskets, and apples have 8 more baskets than pears. It is necessary to change "basket" into "block" or "piece", bring students into the situation around them, let them feel that mathematics is around them, and let the application questions have "application flavor". ? In addition, the application questions should be diverse and flexible. The diversified and flexible presentation of application problems can make students fully participate in the teaching process, and teachers can give timely guidance according to students' ideas, which fully embodies the subjectivity of students' learning. Only in this way can we solve the problem more effectively, which not only broadens the horizons of rural children, but also broadens their knowledge. Only in this way can the quality of education and teaching be better improved.

How to teach practical problems

The application problems in the third grade of primary school are the summary of integer application problems. In this stage, the general application problems and typical application problems in integer application problems are comprehensively summarized. Therefore, the teaching of application problems in the third grade of primary school is a very important stage, involving general application problems to typical application problems, from one-step application problems to several-step application problems, which requires students to master the problem-solving methods from universal to special, from simple to complex, and also requires teachers to help students constantly summarize and synthesize, so that students can find out the laws and grasp the characteristics from the learned problem-solving methods.

In the teaching of mathematical integer application problems in the third grade of primary school, we should pay attention to the general methods of solving application problems and teach students the starting point of solving application problems. We know that the solution to the general thinking application problem is: the problem is known. The solution process is: 1, examination, 2, analysis, 3, solution, [formulation], 4, inspection. In teaching practice, I think the most difficult thing is to teach students to combine this process organically. Therefore, I put forward some requirements to let students know the goals that should be achieved in each link in the process of solving problems, so that students can be targeted. For example, in teaching: "Class One planted 40 trees in Grade Three, and Class Two planted 5 more trees than Class One. How many trees are planted in two classes? "

In this application problem, I put forward a series of questions for students to think about: What does this problem say? How many classes are planting trees? A variety of points in the last class? What does "one * * *" mean? How to find "Yi * * *"? This series of questions makes students organically combine the methods of solving problems in the process of thinking. Teach students how to find, ask and solve problems. It also teaches students to unconsciously use the general problem-solving methods learned from the problems.

The application problems in the third grade of primary school also involve many typical application problems. Such as: distance divided by speed = time, total output divided by efficiency = working hours, total output divided by single output = quantity, total price divided by quantity = unit price. They are called typical application problems because they have strong regularity. Although this kind of application problems can also be solved by solving general application problems, it will be much easier if students master its regularity and analyze and solve it with its unique typical relationship. For example, there are 12 boxes of water bottles in the store, with 5 bottles in each box and 10 yuan in each bottle. How much can a few water bottles sell? (This problem is to find the total price, and the relationship is: total price = unit price multiplied by quantity)

According to the quantitative relationship, this problem is easy to solve. Of course, the typical application problem is not a simple one-step application problem, which requires students to skillfully and accurately apply various relational expressions. In teaching, teachers should accurately define some concepts in relational expressions. Such as "speed", "unit price", "work efficiency" and so on. Give examples of thoughts in life, so that students can judge, understand, master and use them step by step, thus helping students to solve typical application problems better.

The above is my opinion. With the vigorous implementation of quality education today, the improvement of students' quality depends on the improvement of teachers' quality. I hope you will continue to study textbooks, explore teaching methods, improve your own quality and better implement quality education.

How to teach primary school students to solve application problems

In the study of primary school mathematics, the proportion of applied problems is very large. In real life, we can also use the applied problems we have learned to solve practical problems. For example, cost and income issues, profit and loss problem, travel issues, engineering issues and so on. Therefore, it can be said that the application problem is the need of life, everywhere, everywhere. In fact, the study of application problems is to train primary school students' thinking, cultivate their mathematical and logical thinking ability and improve their mathematical quality. Therefore, application problem teaching is a key point in primary school mathematics teaching.

I think that the teaching of applied problems must strengthen the training of thinking and language to improve students' ability to solve practical problems flexibly. So I summed up the following steps: reading-crossing-thinking-solving problems, which are described as follows, hoping to help students learn application problems better.

1: read

Application problem is a kind of question expressed in language, which requires very high understanding of language. Therefore, reading problems become an important part of solving application problems, and it is a process for students to perceive information and data themselves. Reading seems simple, but the reading of mathematical application problems is not ordinary, it needs certain methods. Mathematics reading does not pay attention to cadence and beauty, but it needs to be read with heart, brain and concentration. Generally speaking, you need to read it three times: the first time you read it, you have a preliminary impression on the topic; The second time, read word for word, focusing on understanding the actual meaning of each word and term; Read through the third time, focusing on the known conditions and problems of the topic.

Huo Xing Coal Plant originally planned to produce 66,000 tons of coal in the first half of the year, but in fact it produced 22,000 tons more per month than originally planned. According to this calculation, how many months will it take to complete the plan for the first half of the year?

When you look at this topic, you need to clarify four questions through brain reflection: (1) Which unit is this topic about?

(2) What is the first condition of the topic? What are "the first half" and "the original plan"? (3) What is the second condition of the topic? What are the key words? Who is better than who? Than what? What was the result of the game?

(4) What's the problem? What do you mean by "according to this calculation"?

Row. As the name implies, it is to circle something. For primary school students, this step cannot be omitted in any case. After reading the questions, it is the key to further clarify the meaning of the questions and grasp the key points on the basis of reading. For example, when teaching "fractional addition and subtraction", we often encounter such a problem. How many kinds of soybeans and cotton are there in a hectare of land, and the rest are corn?

This question is mainly to let you distinguish whether the score given to you is a score or a number. At this time, I asked my classmates to circle the numbers with the company name to remind themselves that numbers and scores are different, and addition and subtraction are not allowed. At the same time, draw a "score" to tell students clearly that they are asking for scores, not hectares. Drawing is a good habit, which can remind students to pay attention to some small places in their future thinking and avoid unnecessary mistakes.

Thinking:

After reading the questions, students get a knowledge and a question, and then process the information in their brains, that is, thinking. Generally speaking, there are two ways of thinking:

(1) follow the thinking, that is, from the known to the conclusion, get information from the known, deduce the process quantity step by step, and slowly approach the desired result;

There are four rows of apple trees in the orchard, each row 18, and two rows of pear trees, each row 12. How many times is the apple tree?

Solution: We can graphically express the thinking process as follows (positive deduction).

4 rows of apple trees, 2 rows of pear trees, each row 18 trees, 12 total number of apple trees, how many times is the total number of pear trees?

(2) the backward method, that is, starting from the problem-what conditions are needed to solve this problem, whether these conditions are known or unknown in the topic, what conditions are needed to know this unknown quantity, and what kind of quantitative relationship is needed to solve it until it is found in the topic:

As in the previous example, how many times are apple trees as pear trees? How many apple trees are there? How many pear trees are there? There are 4 rows of apple trees and 2 rows of pear trees, each row 18 plants, each row 12 plants.

known

To sum up, thinking about application problems is the central link to cultivate students' thinking ability. Therefore, teachers should strengthen guidance in teaching, be good guides for students, and try their best to mobilize students' brain organs. It is necessary to leave enough room for students to think and provide them with opportunities for independent thinking.

Solution refers to the student's solution. Maybe the students think they are the best in this part. In fact, you should write a complete application problem and ask the teacher to give you full marks. It also needs to be tempered. Students need to express the process of thinking just now in digital form. When solving an application problem, mathematics that has not appeared in the problem can't appear in the problem, even obvious numbers need to be explained to some extent. This is the rigor of mathematics. The written formula must be read by others and fully understand your thinking, so that it is a beautiful formula. When applying the inscription, it should be noted that if it is an equation, the student's solution is essential. The listed equation unknowns do not need to be followed by the unit name. But if it is a general formula, you need to write the name of the unit. Of course, there is no unit name for comparison, score, etc. Write a complete answer at last. In fact, to complete an application problem, every part can't be ignored. Therefore, it is more necessary for students to read carefully, draw carefully and think carefully before they can finally finish writing completely.

In fact, to complete an application problem, every part can't be ignored, and the premise of the above steps is to master the basic knowledge and various basic application algorithms, which requires teachers to constantly train and supervise in the usual teaching, and guide students to reflect after each problem is completed: reanalyze this kind of problem, further dissect the stem of the problem, dig its equivalent relationship, and further summarize; For example: "Encounter problems", thinking summary after the topic: 1, what kind of topic expresses the problems encountered? 2. What is the equivalent relationship of this kind of problem? 3. how to calculate such a topic? 4. What are the similarities and differences between it and the "catch-up problem"?

In short, the clearer the students' thinking, the more flexible the problem-solving methods will be. Therefore, in teaching, teachers should not only be satisfied with the correct results, but also conduct necessary research. Only in this way can students use different methods to solve problems flexibly, and only in this way can they satisfy their thirst for knowledge and make them develop better in mathematics. How to teach math application problems in primary schools well.