? How to cultivate students' ability to solve practical problems with mathematical knowledge in urban primary schools? Wei zhangli

Mathematical problem solving ability refers to the ability of students to use mathematical knowledge and methods flexibly to solve problems in mathematics and real life. Solving problems is the core of mathematics, and the ability to solve problems is an important symbol of students' mathematical literacy. In teaching, teachers should focus on students' life experience and practical experience, open students' horizons, broaden students' learning space, maximize students' potential, make students experience the close connection between mathematics and daily life, cultivate students' ability to find mathematical problems from surrounding situations, apply what they have learned to solve practical problems, develop students' application consciousness and form problem-solving strategies. How to cultivate students' ability to solve mathematical problems?

First, looking for mathematics in real life to stimulate students' awareness of application

As the saying goes, "It is better to make the Lama feel thirsty than to drink water." Therefore, in teaching, how can teachers motivate students to be hungry and devote themselves to learning? After my practice, teachers don't constantly emphasize the importance of mathematics application, but let students walk into the big classroom of life gently and happily and look for mathematics in life, which embodies the status and value of perceptual mathematics. To this end, I ask every student to write math diary, record their own or others' application of mathematics, collect information from daily life, and record and sort it out in time.

Once in a math class, the teacher asked the students to report their application of math knowledge to their classmates in the "diary department". At this time, the students raised their hands to answer: Some said that my mother and I went shopping in the mall, and she spent 12 yuan on washing powder, 18 yuan on apples, 23 yuan on pork and 53 yuan on RMB. Some said that I found my father's mobile phone number: 13625056698 Agricultural Bank of China, which is the account number of his passbook. Others say that I find mathematics widely used, such as my home phone number 86327988, which is also the number of my dad's mid-term passbook, killing two birds with one stone. Students' enthusiastic speeches have expanded students' information exchange and information reserve, from which we realize that mathematics is around us, and mathematics is closely related to life.

Second, apply mathematical knowledge to solve life problems and improve students' ability to apply knowledge.

Students are the main body of learning, and only by giving full play to their main role in teaching. Learning mathematics knowledge is to solve the difficulties encountered in daily life. Applying mathematics knowledge to solve life problems is the destination of mathematics learning. Teachers should pay attention to guiding students to apply what they have learned in mathematics to real life. For example, after learning the greatest common denominator, let students design a conference room with square bricks, which is 8.3 meters long and 7.5 meters wide. After discussion, the students designed several square brick paving schemes with specifications of 40c m× 40c m, 50c m× 50c m, 60c m×60c m and 70c m×70c m. After communication and optimization, they finally chose to use 50c m×50c m square brick. The reason is that with this scheme, all square bricks can be used, which is not only beautiful, but also economical and practical. Through this study, students feel that mathematics knowledge is a powerful weapon to solve problems in life and work, and it is also to improve students' ability to solve problems.

Third, learn to do mathematics in information to stimulate students' ability to use knowledge.

Collecting and using information for learning is the requirement of the new curriculum. When students collect and sort out mathematical information in their lives, teachers should not only guide students to analyze and select these information from the perspective of mathematics, but also let students use these correct information for learning and improve learning efficiency. For example, a student made up a question according to the reality of life: On Sunday, my family went shopping in the Canal Shopping Mall, my father bought a pack of red plum cigarettes with 4 yuan money, my mother bought a bag of peanuts with 5 yuan money, I bought a dictionary and two books, and I used 45 yuan money. How many times did I spend more money than my parents put together? The formula is: 45÷(4+5), and the calculation result is equal to 9. I am very moved by this student's grades. I asked the whole class, "Students, what do you think? Do you have anything to add?" At this time, a classmate said, "This student spends too much money." Some students said: "Mom and Dad are reluctant to spend money, so we should not waste too much. We should learn from his parents. " Others said, "Mom and Dad told us to eat and dress well. We should study harder and repay them with good grades." These words do not reflect the new mathematics curriculum standard that "students should make progress and development in their emotional attitudes and values while gaining an understanding of mathematics."

Fourth, encourage students to solve practical problems with mathematical knowledge and improve their ability to apply knowledge.

Mathematics does not exist alone, it comes from and serves life. Bringing mathematical problems into life will help to shorten the distance between mathematics and life, strengthen the close relationship between mathematics and life, and give full play to the application of mathematical knowledge in teaching. This not only meets the needs of students to learn and understand mathematics knowledge, but also makes students realize the value of mathematics. Therefore, in teaching, teachers should pay attention to guiding students to look at problems from a mathematical point of view, think about problems with a mathematical mind, and improve students' ability to solve problems.

For example, in the class of "Understanding Circle", the teacher asked the students a question: "Why is the cover of the sewer round instead of square?" At this time, the student quickly replied: "Because the round cover looks good." The teacher timely guides the students: "Can we analyze this problem with the knowledge we have learned? You can discuss it in groups of four. " After exchange and discussion, the students finally replied: "Because the diameter of the same circle is equal, the round cover will not fall off when it is lifted, so the cover is round." Under the guidance of the teacher, let the students think and deal with the problems in life. For another example, the teacher asked students to use their spare time to calculate the area of the school basketball court. On the third day of class, the teacher asked the students to tell the students their calculation results and talk about how they can use their knowledge to solve problems. Some students said: "I measured that the basketball court is 56 meters long and 45 meters wide." According to the rectangular formula = length x width, that is, 56 x 45 = 2520 square meters; Some students said that I measured it with a ruler; Because students can calculate an open space of the school through personal measurement and calculation, they can calculate it, which shows that students can not only practice in person, but also use mathematical knowledge to solve practical problems in life.

Fifth, let students improve their problem-solving ability in developing problems.

"Mathematics Curriculum Standard" points out: "Mathematics teaching should fully consider the characteristics of students' physical and mental development, combine students' life experience and existing knowledge, design interesting and meaningful activities, and give them more opportunities to learn and understand mathematics from familiar things around them. "In mathematics teaching, teachers should make full use of the contents of textbooks for teaching and use the open questions in textbooks to cultivate students' thinking ability. Training students' thinking ability can make them think more quickly and improve their ability to analyze and solve problems.

For example, when teaching students to learn "addition and subtraction of 10", there is a picture in the textbook to let students know that there are 8 children and 10 chairs. The teacher inspired the students: "Are there any chairs available after the children sit down?" Students think carefully, and some students put forward their own different solutions. Zhang Xiaoming put forward the connection method: "A person is connected to a chair, and finally two chairs are not connected, so two chairs are empty." What Li Fenfen put forward is even different: "Divide eight people into two groups of four, because there are four chairs in a row and two in a single row, obviously there are two chairs left." Because students put forward different solutions in mutual communication, it inspired other students, promoted students to solve problems creatively and cultivated students' innovative ability.

In short, in teaching, teachers should adhere to the student-oriented, consciously create more conditions for students, and carry out teaching around cultivating students to apply knowledge to solve problems, so that students can improve their ability to use knowledge in various mathematical operations and promote their positive development.