(B) Thinking after reading the question
First, thinking about the known is to let students start thinking on the basis of perceiving the known conditions. "What do you associate?" It is one of the ways for students to understand the meaning of questions and find the connection between known conditions and questions. For example, the side of a cylinder is square, and the side length is 18.84 cm. What is the radius of the bottom of the cylinder? After reading "the side of a cylinder is a square", students will think that its bottom perimeter is equal to its height, that is, both the bottom perimeter and the height are equal to the side length of a square, thus realizing the close connection between known conditions and problems and helping to solve problems.
Second, thinking about the problem is to start thinking according to the problem and find the connection between the problem and the known conditions. It is one of the effective methods to cultivate students' ability to analyze problems. In teaching, we can start with problem analysis. Students find out which two conditions need to be known to solve this problem according to their existing quantitative relations and life experience. What should they do next if they don't know both conditions? Step by step, you can find the problem you need. For example, two cars, A and B, start from two places 420 kilometers apart and go in opposite directions. After six hours of meeting, it is known that car A travels 40 kilometers per hour and car B travels how many kilometers per hour? To ask the speed of car B, you need to know the speed of car A and car B and the speed with car A (or you need to know the distance and driving time of car B). Speed and unknown, the speed of a car is known, and the speed sum is required first; And ask for speed and? You need to know the total distance and the meeting time, and if you know both, the problem will be solved.
(3) Thinking after solving the problem
First, thinking more can not only train students' divergent thinking and innovative thinking, but also cultivate students' ability to solve problems by using mathematical knowledge comprehensively. In teaching, there are objectively many solutions to applied problems. Students should be inspired to think more about one problem, solve more problems, compare the advantages and disadvantages of various schemes, and choose the best scheme. So as to improve students' problem-solving ability and cultivate students' good thinking quality.
Second, thinking about flexible application is ever-changing. Too much practice will only make students suffer, and they will get twice the result with half the effort when they are tired. "One subject is changeable" is one of the good methods of refining, which can not only broaden students' horizons, expand their thinking, improve their adaptability, but also prevent students from thinking in a fixed way. When designing homework, teachers change the known conditions or problems of an application problem, so that students can practice in contrast and improve their transfer ability.
Third, after thinking about the law of solving problems, we should inspire students to think about the methods of solving problems. They should not only know how to do it, but also know why to do it. They should conscientiously sum up the laws and achieve the purpose of drawing inferences from others, which is conducive to strengthening the understanding and application of knowledge and improving students' ability to solve application problems.
How to Teach Math Application Problems in Primary Schools Well
Application problem teaching is a difficult point in primary school mathematics teaching. The process of solving application problems is actually the process of analyzing, deducing and synthesizing quantitative relations and discovering the unknown from the known. To solve practical problems, we should not only comprehensively use basic knowledge such as concepts, nature, significance, laws and formulas in primary school mathematics, but also have the ability of analysis, judgment, reasoning and comprehensive thinking. Therefore, application problem teaching can not only consolidate knowledge, but also help to cultivate students' initial logical thinking ability. So, how to teach practical problems? Therefore, after continuous exploration and practice, the author carefully designed the seven-ring teaching method of applying problems and received considerable teaching results.
Under the guidance of psychological theory and "Mathematics Curriculum Standard", the seven-ring teaching method of applied problems is a continuous exploration and research according to the characteristics of applied problems, the position of applied problems in primary schools and the confusion caused by applied problems. It takes students as the main body, pays attention to strengthening thinking training and developing students' thinking, and improves students' ability to solve practical problems flexibly. Its basic links are: guide → read → think → say → remember → find → research. Now, let me explain it separately.
Learning guidance, that is, introducing new courses, is a bridge for teachers to organically connect all links. Its purpose is to point out the direction for students to explore new knowledge, stimulate their enthusiasm for learning, focus their attention on new knowledge, and make them devote themselves to learning. The level of guidance will directly affect the success or failure of teaching. Therefore, teachers should not underestimate the teaching of this link, but should attach great importance to it. The content of reading guidance should not only be closely related to new knowledge, so that it is beneficial to students' migration and analogy, but also closely related to students' reality and real life, so that students feel easy to learn and interesting;
Both useful and valuable. Therefore, in teaching, teachers should pay attention to the way of guidance, or inspire from students' real life, or make full use of learning tools and teaching AIDS to solve doubts, or use courseware to give full play to the advantages of multimedia to attract students, or interlocking innovation. In a word, no matter what method is used, as long as it can achieve the purpose of guidance and natural guidance, it is generally a desirable and effective import method.