"Solving application problems helps students understand the meaning and application of the four operations", "It can also develop students' thinking and cultivate their ability to analyze and solve problems. Make students receive ideological and moral education. "However, the textbooks are not eager to achieve success when arranging application questions, but from easy to difficult, step by step. The first problem is the application represented by pictures. At this time, teachers should guide students to carefully observe the application questions (pictures) and use the existing knowledge such as counting to directly obtain some surface information. For example, in teaching, students can be asked: What is the picture? How many piles of apples are there? How many are there on the left and right? Besides, what else is drawn on the picture? Counting mistakes without looking at problems is a common mistake for first-year students in solving application problems. If we attach importance to students' observation training, the effect will be much better. In this way, students can initially perceive that the application problem consists of three parts, laying the foundation for later study.
Second, read more books
Reading more is reading the questions repeatedly. Be sure to read the characters thoroughly before reviewing the questions. In the picture application problem, we can get the surface information mainly through observation, but we can't see why, especially for the first-year students, we don't know much about it. Even if we all know that the first-grade children have poor self-control ability, and their attention is easily distracted unconsciously, so that students can see that the effect of obtaining information is far less than reading (text). To understand these two kinds of application problems, reading more can not only concentrate students' attention, but also deepen students' impression of the structure and understanding of the meaning of the problems.
Third, talk more.
Teachers should design some questions that students are interested in to activate their thinking, encourage them to talk more, and don't criticize even if they are wrong. In fact, mathematics is to find laws, relationships and expressions. The whole process is full of exploration and creation. We should let students speak boldly, guess and try. Try to let students express and understand the meaning of the same question from different angles and in different languages, and don't worry that unconscious thinking wastes time, which often leads to "brand-new" ideas. When teaching application problems again, it is mainly to let students say more conditions and questions and creatively repeat the meaning of a question. For example, students can have twenty meanings such as "send", "take", "reward", "eat", "hide", "cover", "break" and "cut well". At this point, you must feel that your thinking is too rigid, too rigid and too uncreative. "Two heads are better than one, Zhuge Liang" can compare with several "Zhuge Liang"! What you "create" is the most impressive thing. Using students' own thinking to understand the meaning of the question will get twice the result with half the effort.