First, enhance self-confidence and stimulate interest.
The author has been engaged in primary school teaching for ten years and has taught mathematics in junior, middle and senior grades. In the past teaching of applied problems, there was a general tendency to blindly pursue formulaic, typical and structured processes, and students were only required to "clarify the quantitative relationship and master the structure of the questions". In this kind of classroom teaching, students are bored, depressed and not interested in learning. Many students regard learning applied problems as a heavy burden. Therefore, teachers should first renew their ideas and change the traditional teaching methods. In the teaching of practical problems, we should create a good learning atmosphere for students according to their psychological characteristics and stimulate their interest in learning practical problems in mathematics. In practice, it is found that stimulating students' interest can not only make students change from passive to active, but also enhance their confidence in learning mathematics well.
Tolstoy once said: "Successful teaching needs not compulsion, but arousing students' interest. "For example, there are many students in Class Four (1) who are very disgusted with the study of mathematical application problems. As long as they see math problems with literary explanations, they are dizzy and often do them blindly. Therefore, it is easier for the author to use than to use, and more students often encounter math problems in their lives, so that they can experience more math problems in their lives. For example, Wang Jun, Wang Yongming and other students in the class are not interested in math study, so they often can't finish the assigned homework on time. In this regard, the author often talks with them and encourages them to say, "I believe you, as long as you are willing to work hard, you will certainly learn math well." "After a period of hard work, they gradually improved their interest in learning. For another example, when I was teaching Average, I told the students such a news: A company published such an advertisement in the newspaper: "Our company wants to recruit 3 employees, department manager 1 person, with an average monthly salary of 1.800 yuan. "After a month's hard work, the four employees who were hired finally got the first month's salary, while each of the three employees only got 900 yuan. Why is this? A stone stirred up a thousand waves, and the students suddenly became active. After a heated discussion, the students talked without a word. Finally, the university agreed that this was all caused by the "average monthly salary". This stimulates students' desire to learn "average" well. It can be seen that enhancing students' self-confidence and stimulating their interest in learning are important ways to learn math application problems well.
Second, persuasion and active participation.
Piaget, a famous psychologist, pointed out: "All truths should be obtained by the students themselves, or rediscovered by him, at least reconstructed by him, rather than simply taught to him." Piaget's point of view shows that only through their own hands and brains can students become masters of learning, improve their abilities and truly acquire knowledge. In the teaching of application problems, teachers should adopt various methods, proceed from students' reality, follow the lead, let students actively participate, experience the actual situation in application problems, deeply understand the relationship between the quantities in application problems, and then turn complex practical problems into mathematical problems, prompt their quantitative relations, and achieve the purpose of solving problems.
For example, when teaching mathematical application problems, the author often uses "representation method" to understand application problems. Let the students reproduce the meaning of the question in their own language by reading the question, so as to present the picture of life in their minds, and also let the students demonstrate the meaning of the question and reproduce the scene with learning tools. In this way, abstract mathematical language can be transformed into intuitive image symbols, on the one hand, it reduces the difficulty of understanding and turns abstraction into image; On the other hand, it enhances students' interest in learning math application problems. Through the persuasion of teachers, we can improve students' enthusiasm for actively participating in the examination of questions and enhance their ability to solve practical problems, so as to achieve the purpose of solving practical problems.
Step into life and experience success.
The application problem itself comes from the reality of life, so it must be subordinated to life. The types of application questions in modern textbooks are diversified: illustrations, dialogues, charts and other forms, which are closer to life. This requires teachers to create learning situations similar to real life according to the intention of textbooks. For example, before teaching "interest", the author organized a saving activity in the whole class. During the conversation with the bank staff, the students gained a lot of knowledge about savings, such as the types of savings, the reasons for cutting interest rates several times in a row, and the current interest tax of 20%. With these personal experiences, students have a high enthusiasm for learning in the classroom, open their minds and learn easily. For another example, when contacting the problem of "discount sales" in students' real life teaching, we can find the "discount craze" that some unscrupulous merchants set off to deceive customers through the changes of principals before and after the discount, thus asking students to recognize the "discount craze" and reminding parents to treat the promotion activities of merchants correctly and beware of being deceived.
When teaching practical problems, the author also pays attention to let students solve some math problems around them. For example, let students calculate the monthly water and electricity charges at home and know that the monthly water fee = the amount of money per ton of water × the tons of water used; Monthly electricity charge = the amount of money per kWh × the degree of electricity consumption. For another example, in view of the indoor decoration problem, the author asked students to go back and measure the length and width of the indoor floor and the side length of the floor tiles used, and made it clear that the total area of the indoor floor can be calculated by measuring the length and width of the indoor floor; The area of each floor tile can be calculated by measuring the side length of the floor tile. At the same time, it is also recognized that the number of floor tiles used for paving is needed, as long as the total area of paving is divided by the area of each floor tile. While students actually measure and calculate, the author also lets them know whether the theoretical data calculated by them are the same as the actual data. Through understanding, students find that their calculated data is different from the actual number of bricks used. Therefore, the author asks students to find out the reasons. Through observation and thinking, students find that the results of their own measurement and calculation are only theoretical, but there are certain gaps between walls and bricks and between bricks in actual paving, which leads to the above problems. At the same time, the author let the students know the price of each floor tile, and let them calculate the price of the floor tile by calculating and actually using the number of floor tiles, and then know that the price of each tile is multiplied by the total number of bricks used to get the total cost. Generally speaking, in the teaching of application problems, the author will let students feel any practical problems that can be solved by mathematics knowledge in practice, understand the methods, ideas and processes of solving application problems, and experience the joy of success in practice.
In short, in the application problem teaching under the new curriculum reform, we must enhance students' self-confidence, stimulate their interest in learning, persuade them to study actively, enthusiastically and actively, create opportunities for them to use a variety of senses to participate in learning activities, let them learn application problems in real life, let them have a successful experience, optimize the application problem teaching, train their thinking, and continuously improve their own quality.