When solving the diversity problem, teachers should pay great attention to "diversity" in teaching, that is, there are many strategies in each strategy.
For example, there are several chickens and rabbits in the cage. Seen from above, there is a 10 head. It's 36 feet from the bottom. How many chickens and rabbits are there? Students guess in different ways and have various lists. They are listed from 0 chickens and 10 rabbits, from 10 chickens and 0 rabbits, and from 4 chickens and 6 rabbits. When solving problems by hypothesis method, some students assume that all chickens solve problems, while others assume that all rabbits solve problems; When solving problems with algebra, the listed equations are different, and so on. Let students' thinking "live" in class, and give them enough time and space to think and explore. Only in this way can the diversification of problem-solving strategies be fully reflected, students can fully explore and their mathematical thinking ability can be continuously developed.
Second, we should pay attention to diversity and connection.
It is necessary to highlight the diversity of problem-solving strategies. Facing the diversification of problem-solving strategies, we teachers should never "diversify" for the sake of "diversification", but should pay attention to the relationship between diversification.
For example, there are many strategies to solve the "chicken and rabbit problem". In teaching, teachers should be good at guiding students to think from multiple angles, and analyze and solve problems by using guessing ideas, tabulation, examples, assumptions, algebra and other methods. More importantly, let students realize that these methods do not exist in isolation, and they are intrinsically and inevitably related. Therefore, in teaching, teachers should grasp the relationship between various methods, from disorderly speculation to guessing according to certain rules, to orderly enumeration; By observing the table, the law found in the table laid the foundation for the hypothesis method, and the combination of nature and table entered the in-depth thinking and exploration of the two thought hypothesis methods. In order to let students further understand the reasoning of hypothetical method, teachers can also use graphic method or courseware demonstration method to help students understand intuitively and vividly. Then the correct answer in the table is represented by the unknown X, and the equations are listed according to the equivalence relation, which leads to the algebraic method to solve the problem. The organic combination of these methods constitutes a harmonious and effective classroom teaching.
Third, emphasize diversity and pay more attention to key points.
There are many strategies to solve the problem of "chicken and rabbit in the same cage" Through the exploration of various methods, students have accumulated experience and mastered different problem-solving methods. However, we should also highlight the key points in various methods, and not every method can be generalized. Among many methods, guessing ideas, lists and drawings all have their own limitations. Because this part is arranged in the fifth grade, we should emphasize the general methods-hypothesis method and algebra method in teaching. Because algebra is a method that has been learned in the fourth grade, teachers focus on assumptions in teaching, and help students understand the logic of assumptions with tabular and graphic methods. This invisibly reflects the diversification of problem-solving strategies and the characteristics of optimization in diversification. Make students not only realize the diversity of problem-solving strategies, but also learn a common way of thinking and inquiry learning methods.
Fourth, stress diversity and still pay attention to peacetime.
The diversification of problem-solving strategies should be cultivated from the dribs and drabs of students' usual practice, found and encouraged at any time, so that students can form a good habit of thinking from multiple angles and improve learning efficiency.
In problem-solving teaching, only in this way can different students have different development on the same problem, so that students can experience the pleasure of exploring success and enjoy the happiness after solving problems. How can such teaching not improve students' thinking ability and logical reasoning ability? I think: With the continuous development of quality education today, as teachers, we should constantly update our teaching concepts, establish advanced teaching concepts and turn them into teaching behaviors. Only in this way can we change the old teaching methods that have formed habits for a long time, establish the concept of "student-oriented development", let students fully engage in mathematics inquiry activities, give play to their autonomy and creativity in learning, and let students develop continuously in independent exploration, so that our mathematics can truly achieve "learning success".