The poor teaching quality of teachers is a common problem in traditional mathematics teaching. In traditional teaching, teachers occupy a dominant position and determine the teaching process, content and methods. The lack of effective communication and interaction between teachers and students will seriously hinder the smooth progress of teaching in the long run In addition to the old teaching mode, the characteristics of mathematics subject and the development law of primary school students themselves are also a major factor affecting the progress of mathematics teaching. Pupils are still in a critical period of physical and mental development, and they are full of curiosity about everything. It is difficult for them to concentrate on learning what they are not interested in. Compared with other subjects in primary schools, mathematics knowledge is abstract and logical, which requires students to spend time and energy thinking and increases the difficulty of teaching. In the new period, teachers should actively change the teaching mode, carry out teaching based on students' interests, and strive to improve the efficiency of primary school mathematics teaching.
2. The necessity of problem-oriented teaching in primary school mathematics teaching.
2. 1 meets the requirements of the new curriculum reform.
In the primary school mathematics teaching under the background of the new curriculum reform, teachers are required to strengthen the cultivation of students' autonomous learning ability, so that students can have the ability of autonomous learning and development. Only in this way can students become talents who will contribute to social development in the future. When problem-oriented is applied to primary school mathematics classroom teaching, teachers can guide students to carry out independent inquiry and cooperative learning through questions, which can make students fully understand the process of knowledge formation and application and improve the effectiveness of primary school students' mathematics. Therefore, strengthening the importance of problem-oriented teaching research can effectively cultivate students' independent development ability.
2.2 Meet the development needs of students
Primary school students are young, but they are also eager for knowledge. In traditional primary school mathematics teaching, teachers usually pay attention to the explanation of theoretical knowledge. Even if they like to use questions to teach, they only use questions as a means to enliven the classroom teaching atmosphere, and they do not play a role in guiding students to learn in depth. In the new period of primary school mathematics teaching, applying problem-oriented to primary school mathematics teaching can provide positive guidance for students' learning, and teachers can also give targeted guidance according to students' situation of exploring and solving problems, which will be more in line with students' actual development needs and promote students' long-term development ability.
3. Research on Problem-oriented Teaching in Primary Mathematics Classroom
Problem-oriented primary school mathematics teaching has obvious advantages, which can not only encourage students to actively participate in it, but also make up for the shortcomings of traditional teaching. First, problem-oriented, clear the main position of students. In the teaching process, students' dominant position can be clearly defined, and students can actively study under the guidance of teachers, which has obvious advantages compared with traditional teaching. In problem-oriented practical teaching, most of the teaching contents are adjusted according to students' basic learning, which lays a solid foundation for students' future study. Secondly, compared with the traditional teaching process, problem-oriented has its own unique teaching process. Teachers can set preview homework, strengthen students' thinking and autonomous learning practice, and also strengthen the communication between teachers and students through cooperation, which has a positive effect on the development of students' logical thinking. Thirdly, under this teaching mode, students' autonomous learning ability can be effectively improved, which is helpful for their future study and development and can help them establish a complete mathematical knowledge system. Fourthly, in the process of solving problems and students' reflection, developing a scientific and rigorous learning attitude can effectively improve students' practical ability. These good habits and scientific attitudes can help students go higher and further in mathematics learning.
3. 1 Introduce mathematical problems reasonably according to the learning situation.
Primary school students have some limitations in their cognition of external things because of their shallow life experience and experience, which increases the difficulty of mathematics teaching. Therefore, teachers should break through the difficult problem of mathematics teaching according to the actual situation and development law of students. In order to solve the contradiction between primary school students' thinking in images and abstract thinking in mathematics, teachers can reasonably integrate into the situation, let students expand their association in the situation and create good conditions for solving problems. Situational teaching is a common method in primary school mathematics, which can effectively improve the teaching quality. In the problem-oriented primary school mathematics teaching, teachers should consciously create situations to introduce questions and effectively mobilize students' participation. For example, when teaching "The Age of Understanding", teachers can create a good situation for students with the help of multimedia, and introduce questions in teaching: the white rabbit has two carrots, the little gray rabbit has six carrots, and the little black rabbit has 10 carrots. Can you find out the quantitative relationship between them? Besides using more and using less, what else can be expressed? For example, when learning the content of decimal addition and subtraction, teachers can use multimedia to present different contents for students, such as three lollipops, the price of each lollipop is 0.8 yuan, nine apples, and the price of each apple is 2.8 yuan. Put these contents together and show them for 38.2 yuan. Ask students how to reorganize these questions and let them ask reasonable questions. In the above two examples, the teacher put forward enlightening math problems in specific situations, prompting students to think positively. Among them, students not only feel the fun of learning, but also independently raise and solve problems in specific situations, which deepens their understanding of mathematics knowledge.
In addition, you can also use the method of question import. The application of this method should not be arbitrary, but should lead to problems when students have contradictions between old and new knowledge, or when students have opposite views, so as to create a situation of "thinking but not passing" for students, which can mobilize students' thinking more quickly and make them more active. In the whole process of introducing questions, teachers also need to skillfully guide students to help them quickly enter the state of thinking and solving problems. For example, when learning the content of decimal addition and subtraction, teachers can ask students what is the difference between decimal addition and subtraction and integer addition and subtraction. This question can make students in a contradictory learning state, make students interested in exploring the two, and enter the study of this lesson, so as to understand the difference between them.
3.2 Create a harmonious and relaxed atmosphere
In the problem-oriented teaching research, proper lead-in is the first step of teaching and the beginning of inspiring students' thinking, which can make students have a basic understanding of chapter content. After the teacher throws questions, it is very important to create a relaxed, cheerful and positive learning atmosphere, which is determined by the strong curiosity and expression ability of primary school students. At this stage, students are eager to express their feelings and hope to get the attention of teachers and students. With the support of primary school students' own characteristics, after teachers ask corresponding questions, students will enter a state of thinking and actively express their views. However, due to the limitations of primary school students' knowledge, their ideas will be incomplete. Faced with this situation, teachers should actively create a harmonious and pleasant atmosphere and highlight students' dominant position, so as to maintain students' enthusiasm for learning, encourage them to study deeply and constantly improve themselves. For example, when teaching cuboids, the teacher asked a question: How many square decimeters of iron does it take to process a cuboid iron chimney with a length of 2.5dm, a width of 1.6dm and a height of 2m? Students actively express their views on the answers to questions, and teachers should also give students enough opportunities to explore. For students' wrong answers, teachers should point out their mistakes with appropriate methods on the basis of affirming their brave expression and encourage them to make persistent efforts. In addition, teachers can also deliberately show wrong questions, let students participate in error correction, and make their own suggestions for error correction. In this process, no matter whether the problems pointed out by students are correct or not, they should be affirmed and encouraged in time, so that students can constantly question, analyze and solve problems.
3.3 Accumulate mathematical problem materials
High-quality and efficient mathematics classroom should allow students to express and play freely, so as to understand mathematics knowledge more efficiently and get faster growth. The problem-oriented primary school mathematics classroom provides favorable conditions for completing this teaching task. In order to carry out teaching better, teachers should pay attention to the guiding role of questions, satisfy students' thirst for knowledge with appropriate questions in line with students' development, and encourage students to actively participate in it, thus providing favorable guarantee for building a high-quality and efficient mathematics classroom. Problem-oriented mathematics teaching depends on rich problem materials, which can better extend mathematics knowledge and effectively broaden students' knowledge. In the accumulation of mathematical materials, teachers should carefully study the contents of teaching materials, explore mathematical problems related to life from them, and adopt targeted methods. On the other hand, teachers should base themselves on students' real life, dig deep into life materials, improve students' ability to solve practical problems, and achieve the teaching purpose of applying what they have learned. For example, when learning "the movement of graphics", teachers can use real life as the material for asking questions and let students think: What are the characteristics of this graphic?