In mathematics teaching, there are some practical problems of mathematical relations (such as quantitative relations, geometric figure position relations, etc.). ) is described in language or words, and the problem formed in this way is called application problem. Any application problem contains two parts. The first part is known conditions (conditions for short), and the second part is seeking problems (problems for short). The conditions and problems of application questions constitute the structure of application questions.

Application problems can be divided into general application problems and typical application problems. An application problem with two or more operations without specific solving rules is called a general application problem. An application problem that has a special quantitative relationship and can be solved by specific steps and methods is called a typical application problem.

In China's mathematics education, the application problems of primary school mathematics are generally solved by arithmetic (formula), and only a few require equations and proportions; However, in junior high school, most application problems are required to be solved by equations or resolution functions (except geometry problems, probability problems and statistics problems, which have special symbols and formats).

Analysis

1, graphic analysis: this is actually a simulation method, which is very intuitive and targeted, and is widely used in mathematics teaching. Such as engineering problems, travel problems, deployment problems, etc. It is often analyzed by drawing, and students can understand the meaning of the problem through charts, so as to set unknowns and list equations to solve according to the content of the problem.

2, the application of personal experience: for example, sailing against the current, sailing against the current. Many students have never been on a boat, so it is difficult for them to understand the speed of sailing with the current, against the current and against the current. In order to make students understand, I take cycling as an example. The students all have personal experience. Riding with the wind is easy, but riding against the wind is difficult. This is the effect of wind speed. At the same time, it is clear that sailing boat and bicycle are the same thing, and the different factors that affect it are current speed and wind speed. In this way, students can understand.