Pupils have small knowledge, single thinking, simple methods and weak ability to deal with problems. Especially in application problems, students lose more points. It fully exposed that our primary school students' ability of mathematical analysis and problem solving is not good. According to the feedback from junior high school math teachers, the top students in primary schools are not necessarily top students in middle schools. On the contrary, some students with average grades in primary school suddenly occupied it after junior high school, especially the "big landslide" in the second day of junior high school. A considerable number of students, like primary schools, have not been able to master the methods of learning mathematics for a long time, nor have they improved their ability in mathematics. Of course, the more they learn, the more difficult they will be, and the less they will learn, resulting in ". Here I don't want to refute the prejudice of middle school math teachers, nor do I want to defend many other reasons for this phenomenon. I will admit these facts and dissect whether I want them or not.

Mathematics teaching in our primary school is not as colorful and diverse as junior high school mathematics. Pupils don't understand much, and they don't need to master much. As long as you can learn 1+ 1=2, as for why 1+ 1=2, it is beyond the pupils' grasp. Reflecting on our classroom, the teacher can tell an example and the students can follow suit. Draw a gourd, it's right. Then, I dare not say that other math teachers, as far as I am concerned, don't know enough, don't put it in a very important position, or ignore it in my usual daily teaching process. I should do something for my students in this respect. Since then, I began to pay attention to the cultivation of primary school students' ability to analyze and solve mathematical problems. I can't talk about any achievements. Teaching for a long time has a little inspiration and experience. Write it out and encourage my colleagues.

First of all, let primary school students love and like mathematics.

Pupils have a good foundation in this respect. Pupils with "childlike innocence" are curious and interested in everything. They like to read story books and listen to fairy tales, which fully illustrates this point. In mathematics, their favorite question is "Teacher, is this question right?" Or "What's the matter?" As for other mathematics, I seldom ask. Analyzing the reasons, mathematics textbooks are not interesting, boring, theoretical, rigid and old-fashioned, and have no "expectation" for abstraction. To make students interested in it, it is impossible for teachers not to work hard. Even in classes with excellent grades, they like math scores rather than their true colors.

The math textbook is not interesting. Why doesn't our teacher make it interesting? I interspersed interesting mathematics related to this class in the teaching of each class, and sometimes told them interesting math stories; Sometimes play interesting math games with them; Sometimes interesting math experiments are arranged for students to try; Sometimes set interesting math problems; In order to make my math class more interesting, I even told a joke about math. Now the network is developed, as long as you have the heart, there are too many interesting math knowledge, which can make your math class colorful. Mode is not important, what is important is that it is an effective way and feasible method to improve students' interest in learning mathematics. Interest is the messenger of motivation. Without interest, everything else is nonsense.

Secondly, let the pupils ask questions.

Students can't ask math questions, but they have no math questions to ask, can't ask math questions, or don't know how to ask math questions, and can't ask them. I made a survey among primary school students. As far as the content of a class is concerned, in addition to the original questions in the textbook, the top students can barely ask one or two valuable questions, while the middle students are difficult, and the poor students are even more foggy. When you have explained the knowledge points and examples thoroughly, you will come to the poor student and ask him if he understands. He got it, asked him what his problem was, and he saidno. You really thought he got it, but he still couldn't do it. Why doesn't he pretend to understand? Is that he can't ask questions at all. After I found this reason, in my classroom teaching, I focused on training students from this aspect, allowing students to preview before each class, asking them to set no less than five questions, and trying to consider the value and pertinence of the questions. In class, I usually use the first few minutes to let students communicate in groups. Ask each other questions and answer each other. Discuss which two questions are worth communicating in class, and then I'll comment. At the same time, I will talk about the methods and skills of asking questions. After one or two semesters of practice, I found that my students never ask questions, from asking ordinary questions to asking valuable questions. I finally solved the problem that students can't ask questions, and the level of asking questions is getting higher and higher and more mature.

Third, let primary school students master some methods of analyzing problems.

Here, the first thing I recommend is the mathematical experiment method. Pupils are not knowledgeable in mathematics and physics and have no strict logical reasoning ability, but they can do and practice. For example, when I was talking about the perimeter of a square, the perimeter of the square = side length ×4, so I arranged such a problem: plant trees around a lawn with a side length of 4 meters, starting from the corner of the square and planting trees every 0.5 meters. How many trees can a * * * plant? If students don't do math experiments, it is wrong to take it for granted that they plant 8 plants on one side and 32 plants on all sides. For the student who did the math experiment, not only did he get the correct answer of 28, but he also fully understood why 4 was missing, which was easier for him to know than your teacher's eloquent explanation.

When talking about the application of column calculation, I ask students to grasp the problem. The problem is the stepping stone. How to solve this problem, what kind of operation is used, what is the quantitative relationship, what two conditions are needed, and are there any known conditions? If not, take it as the second question, then determine the new quantitative relationship and conditions, and draw a "tree diagram". Don't be afraid of trouble, it makes the structural level of this problem clear and comprehensive. After a semester, I found that students' ability to analyze application problems has been improved obviously.

Finally, let the students classify and master the problem-solving methods.

Analyzing problems is the premise of solving problems, and solving problems is the inevitable choice of analyzing problems. As long as the problem is thoroughly understood, then more than half of the problem will be solved. I told my students to learn to sum up and learn how to solve problems in this way, such as average problem, percentage problem, sum multiple problem, difference multiple problem and so on, as well as synthesis method, analysis method, induction method, hypothesis method, correspondence method, induction method and so on. When you encounter a difficult application problem, use the idea of transformation to see if it can be transformed into a simple application problem related to "speed, time and distance" or a simple application problem related to "unit price, quantity and total price". And some simple application problems, by analogy, are extended to other types of deeper and more complicated application problems. Especially for deep application problems, I teach students to break them down into several simple application problems step by step.

In today's quality education, under the new curriculum concept, cultivating students' ability to analyze and solve problems is not only the practical embodiment of the new curriculum standards, but also the effective goal of the new curriculum standards. The above is just my teaching experience, which is very superficial. I would like to discuss it further with my colleagues.