A case study of problem-solving teaching in primary school mathematics 1;
Primary school students' learning mathematics is a process of using original knowledge and experience, trying to explore and solve new problems, and actively thinking and constructing cognitive structure. In teaching, students should experience the whole process of knowledge occurrence, development and formation. After experiencing independent thinking, hard exploration and the joy of success, we should cultivate their sense of exploration and innovation from an early age and cultivate their mathematical ability and creative ability for life. In view of this, when I designed this link, I didn't directly ask students to open a bundle and combine three single roots to reduce it when they found that one root was not enough. Instead, the teaching structure is carefully designed to show the whole process of knowledge in order to present it to students. Live broadcast? Get up and let the students really become the masters of learning. Most students in the classroom know that 23? 7= 16 but when you ask them? what do you think? When? They can't tell. Just when the students' minds are blank, I am in no hurry to teach the students the algorithm, but leave this learning task to the students completely. I provided them with an active learning tool, a stick, and said to the students? Wave it with a stick, will you? Talk to your classmates when you are finished. Let them explore freely and independently, find solutions to problems, and allow students of different levels to have different algorithms. At this moment, let students fully feel mathematics and experience the process of mathematics. When students report methods, don't write abstract arithmetic on the blackboard, let students compare their favorite calculation methods. By inserting a stick, the flexibility of students' thinking is cultivated for students who already know the number; For students who don't know the number, they also learned how to calculate carry addition, and at the same time they also highlighted. Different people get different development in mathematics? This basic idea. I don't have a unified compulsory algorithm to choose the best, but I have given appropriate guidance to the students. Teachers always regard students as the masters of learning in teaching, and encourage students to think positively and explore boldly, discover, recognize, understand and master what they have learned in practice, and develop their own cognitive structure.
Primary school mathematics problem-solving teaching? Case 2:
Teaching? Total price = unit price x quantity? From the first three days to a week, the teacher arranged for students to investigate the prices of various commodities in shops, restaurants, stalls and other places to understand how to calculate the total price. In class, the teacher asks the students to quote the unit price first. Some students said a pen 10.5 yuan; Some said that the balloon 1 yuan bought three students to report their own surveys, and the classroom atmosphere was lively and the students devoted themselves wholeheartedly, which laid a good psychological foundation for the study of calculation formulas. At the same time, it is difficult for teachers to explain the diversity of unit prices, but it is easy for students to understand in their own investigations. What the hell is this? Problem solved? Pursuit of teaching situation.
For another example, after students learn the four operations, they can create a scene of commodity purchase, so that students can talk about how to buy commodities most reasonably; You can also let students go out of school, know the prices of some tourist attractions, and then make the most streamlined travel plan. After learning the knowledge of cuboids and cubes, students can be asked to design some materials for the shell packaging of household appliances at home. After learning the perimeter and area of rectangles and squares, a teacher took the students to an open space in the school playground and asked them to design a flower bed with an area of 30 square meters on this open space. There are several design schemes. Students are exposed to this problem and are very enthusiastic. They worked in groups of several people, measuring and designing at the same time, which seemed to be very devoted. Finally, a dozen flower beds with exquisite graphics and full of creativity were designed. In this activity, students should first recombine the knowledge of rectangular and square area formulas and have a new understanding. Then we should choose the methods to find the area, such as segmentation, translation and large area reduction, to see which methods are more suitable for design. In this way, in the process of students' design, it not only solves students' review of basic knowledge (calculation of rectangular area formula), but also broadens rectangular knowledge points (simple calculation of combined graphics). More importantly, in the design, students of different levels got a rare opportunity to practice.
Primary school mathematics problem-solving teaching? Case 3:
Is there a teacher calling? Two digits plus one digit (carry)? When will you change your usual textbooks? Explanatory? Is the presentation mode of (swing) explored by students themselves? Problem discovery? This teacher designed it like this: Dad asked Mingming to calculate 18+7. Ming Ming pondered for a while and asked his classmates for help. Who has a clever way to help me? A stone stirred up a thousand waves, and the students suddenly felt high and thought positively. At this time, teachers organize students to discuss in time, give full play to the collective role, embody the spirit of unity and cooperation, give every student the opportunity to take the initiative to participate, and strengthen the multi-directional communication between students. Finally, the students came up with various methods: some took 18 as 20 (20+7-2); Some divide 18 into 13 and 5 (13+7+5); Some divide 7 into 2 and 5 (18+2+5); Having several fingers; There are vertical calculations, and so on. It is the embodiment of students' independent innovation to express their thinking process in language after their independent inquiry.
Once the problem is solved through some efforts, students will have a tense and pleasant experience, a sense of accomplishment, pride and value. These psychological tendencies are the source of motivation to encourage students to explore further. Secondly, study groups can be established. Students' development is unbalanced. No matter which class students are, their intellectual development level, ability and understanding of life and mathematics problems are different. In the classroom, students have different solutions to some math problems that need to be solved. In order to enable students with different levels of development to solve problems, study groups can be established by group learning, students with high, medium and low learning levels can be reasonably matched, and a student with higher learning level can be recommended as the group leader, so that information contact and information feedback of students with different levels can be carried out in multiple levels and directions.
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For the problem of finding laws, we must first find out which parts have changed and according to what laws.
Solution: Let the matchstick used