[Scenario 1] When the first-year students are learning RMB, the teacher asks the students to think, "How much did Xiao Ming spend to buy a ballpoint pen from 4 yuan and get it back 1 yuan?" This is an extremely simple practical problem for adults, even students in grade three or four, but many senior one children make mistakes because they lack life experience in shopping and don't understand the quantitative relationship.
[Scenario 2] After teaching the practical question "How many apples are there", the teacher asked the students to think about such a topic: "Tingting's family used to have some apples, and her mother bought five more. There are 12 apples now. How many apples are there at home? " Some children put pen to paper and listed the formula "12+5" without thinking. Because the child firmly remembers the teacher's sentence: "To find out how many practical problems there are, we must use addition calculation." In the teaching process, teachers only pay attention to the method summary of most questions at that time, ignoring the students' thinking process, resulting in students' thinking set.
With the promulgation of mathematics curriculum standards, application problems, as one of the important contents of traditional primary school mathematics teaching, seem to have withdrawn from the stage of mathematics teaching, replaced by "practical problems in life" and "simple practical problems", and "solving application problems" has correspondingly become "solving problems". This change is not only a simple name change, but also has a deeper connotation. The "problem" here refers not only to simple mathematical problems, but also to various problems presented in other forms. But these "problems" can only be solved through students' thinking activities such as observation, thinking, guessing, communication, reasoning and judgment. However, since the curriculum reform, our problem-solving teaching sometimes seems to be a "new style". Some teachers are not suitable to integrate the teaching of solving simple problems into the teaching of calculation, so they spend a lot of mobile class hours to help students sum up quantitative relations and train questions, which increases the burden on students and restricts their thinking to some extent.
In view of this, the author thinks that in the process of problem-solving teaching, we should not only pay attention to the result of problem-solving, but also pay attention to the process of students' problem-solving thinking and improve their problem-solving ability. Problem solving is a problem-centered teaching activity based on students' existing knowledge and experience. Under the condition that teachers create the best cognitive activities, students are guided to find, analyze and solve problems independently, and students can re-create knowledge through their own emotional experience. From the overall arrangement of curriculum objectives, it is not difficult to see that to solve problems, first, we should combine the teaching of knowledge and skills to improve students' ability to solve practical problems; Second, pay attention to cultivating students' application awareness, problem-solving strategies, cooperation and exchange, evaluation and reflection, practical ability and innovative spirit.
The students in the lower grades of primary school are in the primary stage of thinking development, and cultivating students' problem-solving ability at this time is more conducive to their subsequent study and development. Based on this, the author has the following thoughts on how to improve the problem-solving ability of junior primary school students.
First, guide students to collect information and improve their ability to understand problems.
Judging from the steps to solve the problem, collecting information and understanding the problem is the first step to solve the problem, which is also a very important and necessary link. The traditional teaching of application problems is often closed in subject matter and monotonous in presentation form, and almost all of them are expressed in words. Because it is only expressed in words, the information has been arranged according to certain logic in the process of expression, so students lose the opportunity to arrange information. In addition, when expressing traditional application problems, the amount of information often corresponds to the demand for solving problems, and students lose the opportunity to choose information.
The purpose of learning mathematics is to apply the learned mathematical knowledge to life. There is a lot of information in life, and the existence of information is sometimes disorderly. In order to solve the problem better, we must have the ability to select useful information from many information and arrange the information logically, so as to better understand and solve the problem. The textbook of Jiangsu Education Edition arranges many practical problems with strong demonstration and significance. These questions are open in subject matter and often appear in the form of pictures and tables, which gives students the opportunity to collect, sort out and process information. There are various forms of presenting problems in textbooks, and the lower grades mainly include pictures, graphs and tables. Students often encounter difficulties in collecting and sorting out information, mainly including:
The information provided by 1. is scattered. This requires guiding students to look at more pictures and ask a few more questions, "What do you know from the pictures?" "What else do you know from the picture?" Guide students to observe carefully. For example, there is an example of picking loofah when adding and subtracting the first volume of the first grade teaching. Sometimes students pay attention to the three little boys put in the basket and ignore that he is picking 1. Only when students carefully observe the pictures can they get the information they need to solve the problem.
2. The information presented in the question is different and easy to be ignored. At this time, students should be guided to look for information again from the need of solving problems.
3. There is a large amount of information, which is not one-to-one correspondence with the problems to be solved. It is necessary to guide students to collect relevant information according to the problems. There are some scene practice activities in the textbook, and the information provided by the scene diagram is very rich. Faced with such a wealth of information, some students feel at a loss. At this time, students can be guided to start from the problem, think about what they need to know to solve this problem, and then collect information.
Second, cooperate and communicate with each other to improve students' ability to understand problems.
The new curriculum advocates "cooperative" learning mode, because cooperative learning can enable students to communicate and inspire each other on the basis of independent exploration and in the process of exchanging individual thinking methods. This is not only conducive to the realization of learning complementarity, but also conducive to improving communication skills and enhancing cooperation awareness. However, in the process of solving problems through cooperation and communication, students should be encouraged to think independently first. Cooperation and communication based on independent thinking are valuable. For some difficult problems, students can deepen their understanding of the problems in cooperation and exchange, and in the collision of thinking sparks, so as to unite collective strength to solve the problems smoothly, thus realizing the value of cooperation. In general, in the process of solving problems, we will adopt cooperative learning in the following situations.
1. When students have difficulty in understanding problems, cooperative learning can be adopted. The development of students' understanding ability in the lower grades of primary school is not perfect, and sometimes their understanding of the problem is not deep and comprehensive enough due to lack of life experience and many other reasons. Psychological research shows that children in lower grades are easy to understand things that are generally more real and vivid. Therefore, for some practical problems that are abstract or students lack life experience, we can help students understand them by operating activities in groups or creating certain situations. For example, "There used to be 108 pencils. First, 39 pencils were sold, and then 27 pencils were sold. How many pencils are there now? " Many students directly use 108-39-27 to calculate the number of pencils, and then use 108 of the original pencil to subtract the number of pencils for comparison. Although the idea of this algorithm is clear, it is too troublesome. We can simplify the problem and let the students operate first. Two people at the same table took out 10 pencils, first two, then four, and see how many were left. It is not difficult for students to find that the number of branches left less than before is the number of branches taken away. This method is difficult for students to understand if it is only explained by language. But through the students' own operation, they will soon find out for themselves. Operation can fully show the process of understanding, so that students can improve their ability to understand problems visually.
2. When there are many ways to solve problems, cooperation and communication can be adopted. Many questions have many possible answers. In the textbooks of Soviet education edition, there are often various open-ended questions with many answers. For example, when classifying problems, there will be multiple classification criteria in some cases. Different classification standards have different results. For example, some questions provide a lot of information and ask students to ask their own questions according to the information. Everyone chooses different information, and the problem is certainly different. In addition, sometimes the same question has different ways of thinking and answering. It is impossible for a junior to consider everything, and it is impossible for a child to find out all the possibilities. At this time, if students are required to think independently first, they can communicate in groups or groups on the basis of independent thinking. Students' implicit thinking process can be expressed in language through mathematical communication, which will help students sort out their own thinking process, enhance the depth of understanding and find existing problems. Moreover, through communication, students can understand other people's thinking process and problem-solving methods, thus deepening their understanding of the problem itself and problem-solving methods, helping students form certain problem-solving strategies and improving their ability to understand and solve problems.
Third, strengthen practical application and improve students' ability to solve problems.
Practice is the foundation of knowledge, and students' acquisition of knowledge is not the purpose of learning, but the purpose of learning to apply it. Knowledge that can be used is real knowledge. Apply what you have learned to make students feel the value of learning and mastering knowledge. In the process of applying knowledge, students are encouraged to master what they have learned more skillfully and thoroughly, and their ability to solve practical problems is really improved. Therefore, in mathematics teaching, we should try to combine learning content with life practice. There are many scenes or active practical activities arranged in the textbook of Jiangsu Education Edition. Making full use of these resources to make students apply what they have learned in various practices is more conducive to the development of students' problem-solving ability.
In addition, in daily teaching, students can be guided to solve practical problems with their own mathematical knowledge at an appropriate time. For example, before a spring outing, let students go shopping by themselves under the guidance of their parents, and sum up their shopping practice by remembering math diary. For another example, after learning statistics, when electing class cadres in the class, students can count the votes of each candidate themselves. In short, through the incident, students can have a deeper understanding of what they have learned, master it more firmly and improve their ability to solve problems.
Problem-solving ability is a comprehensive index, which involves students' various abilities. Improving students' ability to solve problems requires long-term and continuous exploration, research and practice. Teachers should create a good learning atmosphere for students, guide students to learn to analyze practical problems in life from a mathematical point of view in various activities, and gradually improve their ability to solve problems.