The new curriculum standard of mathematics points out that students should actively try to use the knowledge and methods they have learned to find strategies to solve problems when facing practical problems. In primary school mathematics, there are many problem-solving strategies, such as practical operation, finding laws, sorting out data, and listing equations. Among them, drawing strategy should be a very basic and important strategy for students to solve problems. It helps students to concretize and visualize abstract problems through various graphics, so that students can understand the meaning of problems from graphics and analyze the quantitative relationship to find a breakthrough to solve problems. In this sense, drawing ability also reflects the ability to solve problems. Nowadays, primary school students' mathematical problem-solving ability is weak, and their problem-solving strategies are relatively simple. In fact, in many mathematical problems, through drawing, we can find the specific quantity or score and its meaning on the basis of drawing, and turn abstraction and fuzziness into intuition and concreteness, so that the relationship between the meaning and quantity of the problem will be clear at a glance. Therefore, it is particularly important to attach importance to and use drawing strategies to cultivate students' ability to solve mathematical problems.

But in actual learning, students use painting strategies in two ways. The smarter they are, the better their grades will be. When encountering problems, they will take the initiative to draw pictures to help understand the meaning of the problems and analyze the quantitative relationship. However, a large number of students are too lazy to draw or can't draw, and feel afraid of trouble or have no way to start. So how to train students to learn and use drawing strategies in teaching, so as to improve their ability to solve mathematical problems? I think we should start from the following three aspects.

First, create situations and experience the value of painting strategies.

Steen said: "If a specific problem can be transformed into an image, then the problem is grasped as a whole." Primary school students' mathematics learning is in the transition stage from image thinking to abstract thinking. Many mathematical problems are mostly described in words, and the problems of pure words are concise and boring in language expression, so that they often can't understand the meaning of the questions. Therefore, according to students' age characteristics, let students draw a picture on paper by themselves, concretize abstract mathematical problems with the help of line drawings or physical drawings, restore the true colors of problems, enable students to understand and understand the meaning of problems, expand the thinking of solving problems, help students find the key to solving problems, and thus improve their ability to solve problems. Therefore, teachers should be good at creating experience situations in teaching, so that students can have the need of painting in the process of thinking, experience methods, perceive strategies, develop thinking and gain ideas in their own painting activities.

For example, there are 8 heads and 26 legs. How many chickens and rabbits are there? Putting chickens and rabbits in the same cage is a headache for many students, but it is very easy to use drawing strategy.

Easy to understand and solve problems. For example, when drawing, first guide students to draw all eight heads into two legs or four legs, and find that rabbits or chickens have fewer or more legs, and then add them in turn. After students made this discovery, they became interested in it and began to work one after another. They can quickly calculate how many chickens or rabbits there are by adding or subtracting legs. Then, relying on the drawing method, we can understand why it is much easier to divide by the difference of (4-2) in the hypothetical method: (8× 4-26) ÷ (4-2) = 3 (only). I once asked my son in grade two to do this problem by drawing. He is also easy to understand, and he is very interested in it. He painted skillfully and solved it quickly. After drawing several times, he realized that he could use formulas to calculate.