"Analysis and Countermeasures of the Obstacles in Math Examination for Junior Primary School Students" has been implemented for one semester and achieved initial results. By understanding the present situation of the examination ability of primary school students in lower grades, this paper analyzes the main reasons for the examination obstacles and adopts various strategies to disperse thinking; Pay attention to transformation and break the mindset; Step into life and learn familiar mathematics; Reading training, deepening understanding and other four aspects help students gradually develop a good habit of examining questions and form a strong ability to examine questions.

1, multiple strategies, divergent thinking

In teaching, teachers should clearly tell students that "understanding the plot is the key", train students to find hidden conditions in problems, clarify the relationship between conditions and problems, find their similarities and differences, cultivate their ability to find different methods to solve problems, seek various solutions, divergent thinking and improve their comprehensive analysis ability. Specifically, there are many strategies, such as trying, summarizing laws, operating discovery, enumerating results and so on.

Trying strategy is a process of "trial and error" of various methods. Different students have different mathematics levels, so teachers must respect each student's personality differences, allow students to learn mathematics in different ways, and let students use trial strategies to solve problems.

Drawing help. Due to the limitation of age, students in the lower grades of primary schools can adopt the strategy of drawing assistance, which can expand their thinking, inspire their thinking and stimulate their interest in learning mathematics, thus helping students find the key to solving problems. Discovering laws is the most commonly used and effective method to solve mathematical problems. When you encounter more complicated problems, you can retreat to simple and special problems, find out the general laws through observation, and then use the obtained general laws to solve the problems. For example, "Connect four 3-meter-long ribbons together, and the joint is 1 meter. How long is a * * * "? Can you guide students to draw a picture to find out whether it is 12+? Or 12-? ,"?" Is it 4 or 3?

Operation promotes thinking, and thinking serves operation. The thinking of junior students is mainly concrete thinking, so students should find ways to solve problems in operation and give full play to their talents. For example, when teaching "Understanding RMB", because students are young, they don't know how to pay and exchange large amounts of money. Therefore, we can create shopping scenes, so that students can act as customers and salespeople themselves, experience the process of giving and changing, and thus perceive the relationship between giving and changing. Through activities, the quantitative relationship in the question is displayed in front of students intuitively and comprehensively, and then the obstacles to understanding the meaning of the question are removed.

List the results. Sometimes listing the results one by one in the process of solving problems can often get twice the result with half the effort in characterizing problems and finding solutions to them. For example, "Three teachers and 50 children go to the park together. Park tickets: adult tickets: 10 yuan children tickets: 5 yuan group tickets (10 and above) 6 yuan. Q: What is the best way to buy a ticket? " In order to make junior students understand, the easiest way is to write out several purchase methods one by one, and then compare them to find out which one is the most cost-effective. Finally, explore why buying a group ticket of 10 and a child ticket of 43 is the most cost-effective.

2. Pay attention to transformation and break the mindset.

The influence of mindset is produced with the expansion and renewal of cognitive structure, and is gradually partially overcome with the renewal and improvement of cognitive structure. In order to eliminate the interference of students' negative thinking mode, teachers should strive to create conditions in solving problems, guide students to analyze and think from all angles, develop students' thinking of seeking differences, and make them solve problems creatively. The commonly used methods are "one question and many questions" and "one question and many questions".

Ask more questions. The same question, the same conditions, can ask different questions from different angles. You can also ask more questions from analysis, from answers, from tests, and do more questioning and thinking training to cultivate the flexibility of learning thinking. It can play a teaching effect of "taking one as ten". Just like the question "A rope is 85 meters long, the first time it is 27 meters, and the second time it is 12 meters. How many meters is this rope shorter than before? " In order to turn students' wrong experiences into their cognitive wealth, I guide students to start from the problem and think: "Why is this rope short?" Can you put it another way: "the number of meters shorter than the original" Finally, the students realized that "the number of meters shorter than before" was "the number of meters used".

A topic is changeable. When solving problems, primary school students are often influenced by the motivation of solving problems, and local perception interferes with the overall understanding. To eliminate similar interference, some changeable training is needed. Usually, changing conditions, changing problems and exchanging conditions and problems in teaching are all good forms to change a problem. However, a principle to be mastered in the training of changing questions is to practice the modeling of changing questions on the basis of students' firm grasp of laws and formulas. Otherwise, the positive role of mindset will be diluted, which is not conducive to students' firm grasp of knowledge. As mentioned above, when students realize that "the number of meters shorter than the original" is the number of meters used, I will ask students to draw inferences. For example, "how much money is less than the original" means "how much money is used", "how many cars are less than the original" means how many cars have been driven away by a * * *, and so on. Finally, I inspire students to re-understand the redundant condition of "a rope is 85 meters long" and eliminate the negative influence brought by the mindset. In this way, students have a new understanding and understanding in learning the thinking method of cognitive transformation.

Step into life and learn familiar mathematics.

The solution of mathematical problems can not be separated from students' life experience, and many quantitative relations in mathematics can be found in students' lives. Therefore, in teaching, we should pay attention to guiding students to pay attention to the common sense of life related to mathematics everywhere, and enrich and accumulate mathematical knowledge in life. For example, "A rope is 25 meters long. How many times can you cut it every 5 meters?" You can bypass the analogy: to climb the fifth floor, you only need to climb the stairs between the fourth floor; Saw a pipe into four sections, actually only three times; When the clock strikes 10, the actual interval of one sound is only 9 times. ..... With the understanding of mathematical operations in life and the accumulation of this knowledge, mathematical problems are brought into life, and life problems are mathematized, thus cultivating students' ability to broaden their horizons, broaden their thinking and correctly examine questions. Specifically, it can also be achieved by the following methods.

First of all, he is good at creating teaching situations with examples in textbooks as the background and combining with real life, so that students can feel that the learning materials are very close to life and invest in learning with a positive attitude of "I want to learn". Make students have a new understanding of mathematics knowledge in a pleasant atmosphere and cultivate students' awareness of applying mathematics.

Secondly, pay attention to practical activities, provide practical time and space, and effectively improve the practical effect. Let students put themselves in the realistic problem situation, experience the connection between mathematics learning and real life, and taste the fun of explaining life phenomena and solving practical problems with what they have learned.

4, reading training, deepen understanding

There is an ancient saying, "Read it a hundred times, and the meaning will show itself." . Math also needs reading. Reading can help students actively acquire information, knowledge and develop their thinking. It is an important way for students to learn mathematics language. Reading the topic is the first step to understand the content of the topic, so we must be careful.