First, create situations and ask practical questions.
When teachers start classes, they can create vivid and interesting teaching situations with the help of theme maps or teaching courseware, and connect abstract mathematics knowledge with real life. The information in the theme map or teaching courseware provides clues for students' thinking in a certain sense. After the students report, the teacher instructs the students to sort out the collected information and find out the problems that need to be solved. Observation and report can also provide a cognitive basis for solving problems, stimulate students' desire for knowledge, glow students' subjective consciousness, and create an atmosphere for students to explore and solve problems independently. Details are as follows:
1, the teacher asked the students to observe the theme map first.
The teacher asked, "What is drawn on the picture, what is written, and what do you find?" ? What mathematical information did you get? "
2. Let the students watch carefully and independently, discuss and communicate in groups, and report the information obtained from the exchange.
For example, page 4 of the second volume of the second year of high school, "Solving Problems". The theme map in the textbook can be displayed to students in a dynamic form by using multimedia courseware, so that students can observe it carefully and talk about their findings. With the previous experience of solving one-step calculation problems, students have acquired certain information collection ability. They discuss and communicate in groups, and will soon tell their findings: originally, 22 people were watching the play, 6 people left and came 13 people. When students are looking at pictures, teachers should pay attention to cultivating students' orderly observation, which is conducive to clearing their minds and laying the foundation for finding intermediate problems in the future.
Second, guide students to dig textbooks and form problem-solving strategies.
The new curriculum constantly expands the subject value of traditional mathematics. Through the unfolding of the scene, students can experience the formation of knowledge in the process of activities and form basic problem-solving strategies, all of which must be based on classroom teaching. Open the textbook, and in the teaching part of "solving problems", a cute elf often pops up in the scene diagram, sometimes bringing a message; Sometimes I ask a question; Sometimes I will explain the idea of solving problems; Sometimes different problem-solving ideas are evaluated ... is everything brought by elves just a change in the presentation form of teaching materials? This requires our teachers to study the textbook carefully and read between the lines how the arrangement of the textbook is organically combined with the new curriculum concept. It also requires us to read the textbook thoroughly, truly understand the mathematical ideas contained in the textbook, conduct effective teaching, and let students learn to solve problems. Teachers should not only actively contact with the reality of life, let students learn mathematics in the actual background, and experience the practice of cooperative inquiry in the open classroom, but also pay attention to prevent the "taste of life" from completely replacing the "taste of mathematics" that mathematics teaching should have, correctly handle various relationships, and let students learn mathematical thinking in comparison, reflection and combing, and form problem-solving strategies.
Third, cultivate students' cooperation and exchange, and pay attention to students' evaluation and reflection.
Cooperation and communication is an important way for students to learn mathematics. In the process of solving problems, teachers should let students have the consciousness of cooperation and communication. Teachers should organize students to cooperate and communicate according to the actual situation of students' problem solving, when some students' problem solving ideas are unclear, or when students put forward different problem solving methods, especially innovative methods. When students cooperate and communicate, teachers should pay attention to students with learning difficulties, on the one hand, encourage them to actively communicate with their peers and express their ideas; On the other hand, let other students take the initiative to care about them and help them explore ways to solve problems. So as to deepen the understanding of the problem itself and the method of solving it, and contribute to the formation of problem-solving strategies.
In the teaching process, teachers should not only properly evaluate students' ideas and pay attention to motivating students, but also organize positive and effective evaluations among groups, students and teachers and students. By evaluating others' problem-solving process, let students form their own clear views on the problem. At the same time, teachers should also guide students to review and reflect in the process of solving problems. On the one hand, in the process of solving problems, I have a correct analysis of my problem-solving activities. When encountering difficulties, you can face them squarely and not give up easily; In a smooth situation, can maintain a cautious attitude, good at finding problems that they ignore. On the other hand, after the process of solving the problem, we should also review the process of analyzing and thinking about the problem completely, and reflect on whether our results are reasonable or not, and whether there are other ways to solve the problem. So as to accumulate experience in solving problems and gradually internalize them into mature problem-solving strategies.
Fourth, pay attention to connecting with life and cultivate application consciousness.
Teachers should not only create conditions and opportunities for students to apply what they have learned, but also actively encourage students to participate in real life, so that students can learn to read life and apply mathematics in close contact with life. To join in real life, teachers can combine teaching materials at any time.
1, seize the opportunity of life and learn to pay attention to mathematics.
In the whole learning process, a teacher should be a conscientious person in life. With the help of students' colorful life, we often seize the opportunity of life and guide students to pay attention to learning mathematics. The teaching of "solving problems" cannot be limited to textbooks and classrooms. It should jump out of textbooks, out of the classroom, open up living space, lead students into the real world, consciously observe, discover and solve with the eyes of mathematics, and let students pay attention to the real world throughout the whole learning process.
2. Carry out practical activities and cultivate application awareness.
With the development of mathematics practice, the distance between mathematics and life is shortened, and students are like a duck to water. However, the activities should be carried out according to the age characteristics and cognitive level of students, relying on the living resources around children and relying on the strength of cooperation (classmates and parents). For example, combining addition and subtraction to guide students to do a shopping activity (with their parents). Students have experienced shopping, payment, change and other activities, and have some experience in activities. Then with the help of parents, organize relevant information. At this point, students can ask mathematical questions and consciously apply the strategy of sum and difference to solve practical problems. This kind of practical activity should constantly expand the space with the growth of students' age, so that students can feel that there is mathematics everywhere in their lives and feel the joy of mathematical creation in application.
"Problem-solving" teaching is a big topic. In the new round of curriculum reform, it is not only the subject of researchers, but also the active participation and exploration of our front-line teachers. Let's join hands, inherit the valuable experience of traditional applied teaching with new ideas and positive attitude, creatively carry out teaching, and make "problem solving" teaching a bright spot in the new curriculum reform.