Application problem teaching in primary schools is a key and difficult point in mathematics, and every math teacher feels the same way. Because application problems are closely related to all the basic knowledge of primary school mathematics, with many types and flexible methods, it has always been one of the key and difficult points for primary school mathematics teachers to teach. Based on the above understanding, I talk about some problems that should be paid attention to in the teaching of mathematical application problems in primary schools with some examples:

First, review the questions.

According to different topics, different grades and appropriate forms, let students know the content and requirements of the topic. Some teachers don't pay attention to the essence of the problem when they talk about application problems, but make some incomplete conclusions from the form and surface. This not only restricts the development of students' thinking ability, but also causes mistakes in knowledge. For example, a teacher summed up the law of addition application problems: "Find out what a * * * is or how much it is" and use addition to calculate it. This formulation is not comprehensive, which makes it impossible for students to analyze specific problems. They see "one * * *" or "more than a few" as an addition formula, which is not the case. For another example, after teaching fractional application questions, you can design the following questions: One day, the teacher took 600 yuan money to a furniture company to buy furniture and saw that the furniture there was on sale. Suddenly the teacher saw a set of furniture combinations, and the teacher liked it very much. Wardrobe 200 yuan, the price of dressing cabinet is 4/5 of that of wardrobe, and the price of bed is more expensive than wardrobe 1/5. Please help the teacher budget. Does the teacher bring enough money? Therefore, in the teaching of practical problems, it is necessary to analyze specific problems and find out the essence of the problems, so that students can master certain laws. Avoid starting with form and surface, and delay students.

Second, clear thinking.

The thinking methods and steps to solve application problems should be clear, well-founded and orderly, which is an important link to cultivate formal logical thinking ability and the focus of application problem teaching. Some teachers ignore the examination of application problems and are eager to calculate. When giving examples, they only look at the questions once or twice. Without careful examination and understanding of the meaning of the questions, you are eager to calculate, especially simple application questions. Many teachers neglect to analyze the essence of the problem. The analysis of problems should leave room for students to think, which is helpful for students to understand the relationship between quantity and quantity. Therefore, you can't rush to calculate. If the simple application problem analysis is in debt, the complex application problem analysis will become a pile. Reflected in the students' analysis of application problems, they often do not think from the overall content of the problem, but only grasp the local and superficial situation in the problem to make judgments. For example, after teaching general application problems, you can try to select some common charts or data in daily life, so that students can learn with tables. For example, the air pollution index of a month, the average score of a class of students and so on. Another example is "Xiaoqing bought two exercise books and a writing brush and spent four yuan." As we all know, a writing brush is two yuan. How much is the exercise book? "This kind of application problem is presented in a single closed way, and it is all written narration, with two or three conditions and one question. If this kind of topic is repeated many times, students will be annoyed. In that case, the effect will definitely be poor. The same example is presented in other ways, such as graphic application problems. In this way, the application problems listed by boring and chilly numbers become lively and easy to be accepted by students, which conforms to the characteristics of students' cognitive development.

Third, strong training.

There are various forms of training, such as oral reasoning, oral calculation, operating teaching AIDS and written answers. All of them are formally trained, acquired knowledge and mastered skills. Anyway, in the process of intelligence, it is generally internalized from perceptual knowledge; From the action skills of operating teaching AIDS to oral vivid narration, it is gradually internalized into mental skills. Therefore, we should not only cultivate students' oral expression ability, but also arrange written problem-solving training to understand their psychological skills. At the same time, practice should have levels and slopes. In the process of solving problems, teachers are only satisfied with the "same" teaching method, and do not pay attention to cultivating students' creative thinking ability. In primary school mathematics teaching, the "uniform" teaching method is "closed" rather than "open", which is not conducive to the development of students' intelligence and should not serve the socialist economic construction. "Multiple solutions to one question" and "changeable questions" are important forms to cultivate students' creative thinking ability. In the teaching process, it is necessary to carry out this kind of teaching for students in a targeted manner in order to achieve better results. For example, in the teaching "Xiaohua has 35 hens, laying 3640 eggs every four months. How many eggs does each hen lay on average every month? " At this time, as soon as the topic appears, let the students think first and everyone use their brains. Students can work out the solution of 3640-4-35 in their own words. When solving this problem, you can also find out how many eggs each chicken lays every four months, and then find out how many eggs each chicken lays every month. In addition, students can be guided to use other methods to develop their thinking and creativity. Obviously, it is impossible to cultivate students' creative thinking with the "one size fits all" teaching method.

Fourth, heavy feedback.

We should not only master the feedback of students' oral reasoning, but also include the feedback of written homework. At the same time, from the perspective of feedback, teachers should understand the problem-solving situation of each student. In classroom teaching, we should also pay attention to guiding students to answer application questions correctly and cultivate their thinking ability. The cultivation of good thinking quality is a powerful guarantee for the high efficiency of thinking training and innovative thinking. Pay attention to the evaluation and reflection of the problem-solving process. In addition to cultivating students' subjective consciousness, learning to appreciate and experiencing the joy of success, the formation of students' problem-solving strategies is also an indispensable support. In current teaching, the main criterion for evaluating the quality of teaching application problems is to look at the scores of students' application problems. As a result, there will be such a strange phenomenon: many students have high scores in application problems, but their thinking ability and problem-solving ability are not very strong. Sometimes, once students encounter new problems, they will become helpless. In teaching, teachers can also break through the limitations of teaching materials in content presentation and adopt various forms to organically combine the expression of "pure words" with tables, cartoons, situation maps, data tables and sitcom performances. , widely used in teaching. This is not only intuitive and vivid, but also illustrated, vividly and interestingly presenting the material, improving students' interest and meeting the needs of diverse students.

In short, in the classroom teaching of applied problems, as teachers, we should be organizers, guides and collaborators of mathematics learning, so that students can actively find, study and solve problems. Only in this way can we effectively enhance students' ability to analyze and solve problems, make our students "smarter", make them grow more confident and solve problems successfully, thus promoting the all-round improvement of students' quality.