For example, a teacher did the exercise of "Xiaohong made 18 red flowers and Xiaoming made 9 red flowers" when teaching "How much to compare". Xiaohong made several more red flowers than Xiaoming. "After the student's column calculation is completed, the teacher asks a classmate," Why use subtraction? what do you think? "The teacher scolded the students for not answering. Another teacher, instead of scolding the students, smiled and said, if you think about it again, you still can't figure it out. The teacher said, who will help him? Then ask another student to answer, and the answer is correct. The teacher turned to the classmate and said, "Do you understand? Say it again! " The students answered correctly. The teacher said, "How clever you are! "! If you can listen carefully in class, I believe you can solve any problem. "Then continue the class.
The different attitudes of the two teachers towards students directly affect the effect of students' problem solving. The students in the previous example may lose interest in learning because of the teacher's attack, and they are even more reluctant to think and solve problems in the future. Instead, they will solve problems mechanically according to the dead rules, and the teacher will directly kill the enthusiasm of students. What a sad thing! In the latter example, although the student didn't answer the question, he was encouraged by the teacher and established his self-confidence. I believe he will take an active part in problem-solving teaching activities in the future.
Second, contact with real life, improve students' ability to solve mathematical problems
There are a variety of problem-solving materials in the new textbook, many of which are closely related to our lives and help to improve students' problem-solving ability. Teachers should use different materials and combine students' cognitive level to solve problems in a more flexible way.
1. Provide ready-made materials to solve the problem. Mr. Lu Xun said: "learning without interest is tantamount to a kind of hard labor;" Where there is no interest, there is no intellectual inspiration. "Interest is a catalyst for learning, and learning without interest is ineffective. Therefore, it is very important to cultivate the interest in problem-solving learning.
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For example, in the study of the first-grade textbook "Location", the teacher did not mechanically explain the location of the upper, lower and left sides, but made full use of the students in the class to queue up, experience the location of the upper and lower levels, look at the classrooms of all grades, and know the location of the upper and lower levels. Through these activities, the enthusiasm of students to solve problems is mobilized, and a difficult knowledge can be easily mastered by students.
2. Solve the problem through operation
Children are naturally active. It is useless to keep students in the classroom. Let students move and solve problems while moving. Turning boring knowledge transfer into active teaching will greatly improve students' enthusiasm.
For example, the arrangement of the first-grade textbook "Understanding RMB" is very characteristic and has a lot of operational knowledge. Shopping is the main line of teaching materials, and there are many activities to exchange RMB. Teachers can prepare some small change, so that students can directly solve problems in the exchange of RMB. Solve the addition and subtraction operation through the activity of changing RMB.
Third, cultivate students' thinking ability and improve their ability to solve mathematical problems.
Mathematics is the gymnastics of thinking, and mathematical thinking is an important cultural feature of mathematics classroom teaching. Without thinking, classroom teaching will be a stagnant pool and teaching will not be effective. In teaching, teachers should cultivate students' thinking ability consciously and purposefully, which will help to improve students' learning enthusiasm, thus creatively solving practical problems and improving students' ability to solve mathematical problems.
Some teachers try their best to catch up with class for fear of delaying time when guiding students to solve problems. Students have no time to think about their own problems and tell them the correct answers. In the long run, students' thinking is locked by teachers, which inhibits students' innovation.
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Consciousness. In solving problems, teachers should play the role of "coaching", encourage students to think positively, make bold innovations, and patiently inspire and guide students to find correct and reasonable methods.
For example, the compulsory education curriculum standard experimental textbook Mathematics Volume II Exercise 10 Question 5. Monkeys divide peanuts, which can guide students to do it in two ways. The first method is to add up the peanuts distributed to the little monkey, and then subtract the peanuts distributed to the big monkey. The second method is to subtract the peanuts distributed to the little monkeys from the peanuts of the big monkeys. Through the guidance of teachers, students' thinking has been developed and students can actively participate in the process of solving problems.
Cultivating pupils' ability to solve mathematical problems is the need of quality education and an important task for teachers. To cultivate this ability, the guidance of teachers is the key. It is necessary to solve problems in close connection with real life, cultivate students' enthusiasm and thinking ability, and effectively improve students' ability to solve mathematical problems.