1. Encourage guidance and build confidence. No matter whether the students' learning progress or not, teachers can say some encouraging words according to the actual situation, such as "You have made progress", "Success belongs to those who are not afraid of difficulties", "Persistence is the most important thing", "I am glad that today is better than yesterday" and "Your problem-solving process is really clear". This kind of spiritual encouragement to students can increase their confidence in learning. Teachers should let students experience the joy of creation and encourage them to have the psychological needs of learning motivation. They need self-realization, self-expression, understanding themselves, others and the world around them, aesthetics and appreciation, pursuing knowledge to satisfy curiosity, and so on. These are all factors that generate learning motivation, which can help students build up their confidence in learning. Teachers must bear in mind that punishment may not stop students from doing something, but rewards can build students' confidence. For their academic achievements, we should use timely rewards to strengthen their sense of success and enhance their self-confidence. Therefore, teachers' correct guidance and giving priority to rewards are important means to cultivate students' problem-solving ability.
2. Strengthen basic knowledge and improve students' ability to solve problems. Teachers should lead students to find out which knowledge in the basic knowledge should be tested, which knowledge is the key content, and to what extent the curriculum standards require. Find out every key and hot issue, as well as related knowledge points and connections, how and why they are related. Generally speaking, all the basic knowledge required to be understood and mastered in the curriculum standard is the content that should be mastered emphatically.
Knowledge is the carrier of ability, and ability without knowledge does not exist. In daily teaching, teachers should attach importance to students' learning and mastering basic knowledge, and take the form of quizzes before class, intensive listening in class and more exercises after class to improve students' ability to master basic knowledge. At the same time, each chapter and section summarizes its key and difficult contents and stage characteristics step by step, so that students can master basic knowledge, upgrade perceptual knowledge to rational knowledge and avoid confusion. In addition, each unit should be "paragraph by paragraph". As the saying goes: what you hear is easy to forget, what you see will be forgotten, and what you do is hard to forget. Consolidate chapter knowledge through certain exercises and consolidate learning achievements through chapter detection, so that students can have a solid basic knowledge and improve their ability to solve problems in actual combat exams.
3. Select typical cases and pay attention to solving problems. Students' homework exercises are numerous and flexible. Teachers must carefully design and prepare, carefully screen out typical and representative examples, and do a good job in teaching each example. Choose typical examples that are mainly explained in various reference materials. Through typical examples, students are guided to carefully examine the questions, and all the conditions and implied conditions of the questions are made clear, so that students can gradually learn to analyze the meaning of the questions, make correct reasoning and judgment by using the known conditions, find out the correct problem-solving methods in an all-round way, and gradually transition to the whole process of independent problem-solving, thus improving the level of problem-solving.
When explaining, we should pay attention to the methods and ideas of solving problems, further use the typical questions with greater flexibility, transform the original questions from multiple angles and levels, study deeply, associate the wider world, and explore the connotation and extension of knowledge. In teaching, we can consciously carry out the training of "multiple solutions to one problem" and "changing the topic to one problem", which is a good way to improve the problem-solving ability. In classroom teaching, it is necessary to clarify the method of solving a problem and guide students to think from different directions, which is conducive to overcoming the shortcomings of students' rigid thinking and narrow thinking, so that students can truly master knowledge.
4. Standardize answering questions and attach importance to non-intellectual factors. In the usual training, teachers should require students to go through "three levels", that is, they should go through "examination" before answering questions, "steps" when answering questions and "inspection" after answering questions. At the same time, we should also take into account that students lose points due to non-intellectual factors. Some students are careless in exams, or forget to write their names and seat numbers, or write their names outside the sealed line, or answer questions inside the sealed line, or their handwriting is scrawled and the papers are unclear, causing unnecessary trouble and losing points. Through intensive training, we can improve students' awareness of answering questions, reduce the influence of non-intellectual factors, and enhance students' ability to summarize, analyze and solve problems.
5. Strengthen classroom training and cultivate innovative ability to solve problems. The premise of classroom training is to write exercises carefully and skillfully, so as to practice skillfully. It can be said that compiling exercises is half the battle. High-quality classroom exercises can improve students' learning efficiency and avoid mechanical repetition, thus achieving twice the result with half the effort. The following principles should be followed in compiling exercise questions in classroom training: First, the exercise questions should reflect the characteristics of the test questions and the trend of proposition reform in the academic evaluation of the new curriculum; Second, try to choose new materials, create new situations and ask new questions; Third, questions should be flexible, thoughtful and comprehensive.
At the same time, teachers should create an innovative environment in teaching, form an atmosphere to cultivate students' innovative ability, stimulate students' interest in inquiry, guide students' thinking, and encourage originality and bold innovation through inspiration and discussion in homework and test questions. Combine teaching practice to cultivate students' innovative ability and leave students with innovative space; Arrange exercises and thinking questions that can cultivate students' creative thinking ability, especially open questions, in order to develop students' thinking.