Being able to ask correct math questions is a very important ability, which should be cultivated from the first grade of primary school. There are many requirements in the first grade mathematics textbook, which gives our teachers a lot of platforms to cultivate students' ability in this respect. However, because students are young and this ability is often used in language, many teachers often ignore the cultivation of students' ability in this respect. In the process of teaching, I really feel that it is very important for students to have the ability to ask mathematical questions correctly. It can strengthen students' logical thinking, help students have a clear understanding of the problem, better understand the meaning of the problem, lay a good foundation for solving application problems, and train students' mathematical language expression ability. The effect is so obvious, can we teachers still ignore the teaching of students asking math questions correctly? Because of our neglect, students may express themselves well orally, but when they need to express themselves in words, the following situations will occur: 1 rabbit 18, how much less than monkeys? 2 18 and 27 * * *, how many? How many rabbits and monkeys are there? Rabbit 18, monkey 27? There are more or less mistakes in the above questions. Of course, it is not difficult for our teachers to see that the problem is that when students make mistakes, some of our teachers just think that it is enough to help students express their language accurately. As for students' clerical errors, they can be forgiven and ignored. Some teachers even regard some of these questions as correct and think that it is not easy for first-year students to express themselves. My view is just the opposite. It is because it is difficult to express, so students should be trained. Just because we are freshmen, we can't ignore these visible mistakes. Teachers all know that language expression can be omitted, and every word can express a clear meaning in the language environment, but written expression defaults to these environments, so it is difficult for people to understand without complete writing, and mathematical problems that embody the characteristics of logical thinking are more rigorous in written expression. Our teacher is duty-bound to teach students to say a good word and ask math questions correctly, so how to teach first-year students to ask some simple and correct math questions? Here, I leave some thoughts and opinions to discuss with my colleagues who love education. Let's first observe a complete math problem, such as "18 rabbits and 27 monkeys-how many?" You will find that a question contains two components: question information and question pattern, as shown in the figure. How many rabbits and 27 monkeys are there? The addition mode in information problem A problem contains at least two mathematical information, and each information should have three components: information item, information quantity and information unit. In the above topics, "rabbit, monkey" is the information item in this information; "18,27" is the quantity in the information; "Unique" is just a unit. To write a good message, you have to write these three contents in the message. It is not difficult for our teacher to analyze the three components of problem information clearly, which is equivalent to letting students understand the key to writing a good piece of mathematical information. Students should be able to gradually accept and master it. Models in mathematical problems are framed and accessible like other models. There are only two kinds of questions that senior one students can ask: addition model and subtraction model. There are several addition models, namely: _ _ _ _ _ and _ _ _ _ _ *? Subtraction mode: How much is _ _ _ _ more than _ _ _ _? Or _ _ _ is less than _ _ _? These two models are simple in structure and easy to understand, and our teachers can easily analyze and implement teaching intuitively, so it is not difficult for students to master them. Teaching students to ask math questions correctly is convenient for refining teaching activities in teaching practice and for students to participate in teaching activities intuitively. It should not be a problem for students to correctly understand the methods of raising mathematical questions. Students who have accepted mathematical knowledge need to be consolidated, and the most common method to consolidate knowledge is design training. Our teacher can design the following exercises step by step, so that students can gradually confirm the main points of knowledge taught by the teacher during training and form their own unique questioning ability and quality. Fill in the question information according to the chart. 10 block 17 block 2 1 block _ _ _ _ _ _ _ and _ _ _ _ _ _, a * *, how many blocks are there? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ How many pieces is less than _ _ _ _ _ _? Second, according to the information in the question, choose the question mode to fill in. 1, there are 27 monkeys and 18 rabbits _ _ _ _ _ _ _ _ _? 2. There are 27 monkeys and 0/8 rabbits. _ _ _ _ _ _ _ _ _ _ _ _ _? 3. There are 27 monkeys and 0/8 rabbits. _ _ _ _ _ _ _ _ _ _ _ _? 3. According to the information in the picture, can you ask some complete math questions? 34 28 12 1, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _? 2、________________________________________? 3、__________________________________________? Four, according to the prompt to modify the above several wrong questions. 1 and 18 rabbits, how many less than monkeys? (Little information: How many monkeys are there) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (There are few information items in the question information) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ How many rabbits and monkeys are there? (The number of information in the problem information is missing) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (problem-free mode) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ When solving problems, students in the lower grades of primary schools often have such a phenomenon: once they get the problem, they can't start, some stop writing, some think hard, frown, and some even call for help immediately: what do you mean? How? For the junior one students, how to improve their ability to solve practical problems, I think we should start from the following aspects and infiltrate problem-solving strategies in the junior one mathematics classroom. 1. Getting information and finding problems The key for junior students to get information is to learn to read problems. Problem-solving teaching should start with students of this age learning to read questions. They are a blank sheet of paper. Teachers need to teach children to walk, step by step slowly, teach them how to read questions, and gradually develop good reading habits. Generally speaking, students can be trained to say a complete sentence from the "preview class", and then gradually train students to say two or three sentences. On this basis, students can be guided to try to change the third sentence into a question in combination with specific topics, and gradually become familiar with the quantitative relationship in the topics. In the teaching of "Preliminary Understanding of Addition", most students say that there are three red balloons and 1 blue balloons, which make up four balloons. At this time, students can be guided to try to change the third sentence to "A * * *, how many balloons are there?" How many balloons are there in a * *? This problem is to combine three red balloons and 1 blue balloon and calculate by addition. Many problems of junior students are solved through pictures and dialogues. Therefore, teachers should first cultivate students' strategies of collecting information. After presenting the situation map, students should be instructed to make clear the order of looking at the map and learn to collect corresponding information from specific pictures or dialogues. After continuous exploration, we pay attention to guiding students to adopt the method of "12③ reading questions", in which "12③" is known information and "③" is a question. Whether it is the practical problem of drawing, the practical problem of combining pictures and texts, or the practical problem of pure words, students should mark the questions with "① ② ③" after reading them preliminarily to improve their ability of collecting information. 2. Try to explore and analyze problems, such as: "Each ship can take up to 6 people. How many boats do 44 students need to rent? " The common practice is to guide students to calculate 44 ÷ 6 = 7 (articles) ... 2 (people), so it is necessary to rent 7 boats. However, this kind of teaching lacks attempts and explorations of various problem-solving strategies. Therefore, students are free to explore: (1) 6× 7 = 42 (people), 7 boats can accommodate 42 people, and two more people need to rent 8 boats. (2) Six plus six places, * * * plus seven times for more than two people, it is necessary to rent eight boats. (3) If six people are removed from 44, and there are two people left after 7 trips, you need to rent eight boats. (4) 7× 6 = 42 people), 9× 6 = 54 people (people), 7 boats can only accommodate 42 people, which is not enough, and there are too many 9 boats, so 8× 6 = 48 people, so it is more appropriate to rent 8 boats. Trying strategy is a process of "trial and error" of various methods. Different students have different levels of mathematics, so we should fully respect each student's personality differences, allow students to learn mathematics in different ways, and let students use trial strategies to solve problems. 3, drawing assistance, solving problems Because of the age limit of primary school students, using the strategy of drawing assistance can expand students' thinking, inspire their thinking and stimulate their interest in learning mathematics, thus helping students find the key to solving problems. For example, in the "Number Recognition" unit of Senior One, students are required to count and write the number 1 1 ~ 20. Students can circle the "ten" first, and then add up the rest, which can ensure that the numbers written are correct and help students understand the relationship between "ten" and "one" vividly. Another example: "A snail climbed from the bottom of a well 5 meters deep to the wellhead. It climbs 3 meters during the day and slides 2 meters at night. How many days does it take to climb to the wellhead? " Most students think so: Snails climb 3 meters during the day and slide 2 meters at night, which is equivalent to climbing 1 meter a day, and the depth of the well is 5 meters. Isn't that five days? By guiding students to draw pictures on paper, they can broaden their thinking and help them find the key to solving problems. Climbing 3 meters on the first day and sliding down 2 meters is equivalent to climbing only 1 meter. The next day, I climbed 2 meters in the same way. On the third day, I climbed 3 meters and went straight to the wellhead. I won't slide down again. It only takes three days to climb to the wellhead. Drawing can make abstract problems concrete and intuitive, thus helping students find solutions to problems quickly. 4, personal practice, improve the problem-solving consciousness in teaching, teachers should try to explore valuable special activities and practical assignments, so that students can seek solutions in reality, or they can not go out of school, but cultivate students' problem-solving consciousness by simulating reality. For example, after teaching people the knowledge of "knowing RMB", teachers should spare some time to create a "simulated shopping" situation so that students can learn to "buy and sell things" in classroom practice. In the simulated shopping activities, students can identify goods, look at the marked price, take money to change, initially learn to identify counterfeit money, know how to care for RMB and save money, deepen their understanding of RMB and master certain life skills. On this basis, arrange for students to go home to help their mothers buy things, so as to achieve the effect of "although class is over, learning is still extending". Apply the knowledge and methods learned in class to real life, so that students can truly feel that there is mathematics everywhere in their lives. Teachers should not only create conditions and opportunities for students to apply what they have learned, but also encourage students to actively seek opportunities to solve problems with mathematical knowledge and mathematical thinking methods in reality and try their best to practice them. Faced with practical problems, students can actively analyze and explore solutions from the perspective of mathematics, which is also the foundation of cultivating students' awareness of solving problems in mathematics teaching.