In the study of primary school mathematics, the proportion of applied problems is very large. In real life, we can also use the applied problems we have learned to solve practical problems. For example, cost and income issues, profit and loss problem, travel issues, engineering issues and so on. Therefore, it can be said that the application problem is the need of life, everywhere, everywhere. In fact, the study of application problems is to train primary school students' thinking, cultivate their mathematical and logical thinking ability and improve their mathematical quality. Therefore, application problem teaching is a key point in primary school mathematics teaching. The following is my opinion:

First, instruct students how to solve application problems.

1, read the topic carefully. Many students always think that only Chinese needs to be read repeatedly. Mathematics is a labor-saving subject, and it doesn't take much time to read the questions. In fact, this is a big misunderstanding. Mathematics is a comprehensive subject, which requires high language comprehension ability. At the same time, reading problem is also an important link to solve application problems, and it is a process for students to perceive information and data themselves. Reading seems to be a very simple thing. However, the reading of mathematical application problems is not a general reading, but a thorough reading. One of the main reasons why many students make mistakes is to take a look at the questions and start writing casually without knowing what the questions are asking. As a result, they often make mistakes in the questions, and some of them are so wrong that the teacher can't understand how you did it. "If you read a book a hundred times, you will understand its meaning." Application problems are no exception. You can even say, "Let students read the questions carefully, not copy them." The reason here is just like asking students to copy words they don't know. No matter how many times they copy, students still don't know or understand. Careful examination of questions can not only improve students' mathematical consciousness, but also cultivate students' perception ability, and at the same time improve students' ability to capture information and data, laying a preliminary foundation for students to understand the meaning of questions.

2. Circle the key points. Be sure to circle the key words when you do the application problem. The so-called keywords here do not refer to the same word, because each student's understanding ability is different, so the keywords in their eyes are completely different, more or less, but in any case, the circled words must serve you. For example, when teaching addition and subtraction of fractions, we often encounter such a problem: how many hectares are there in a piece of land, how many kinds of soybeans, how many kinds of cotton, and the remaining kinds of corn, and how much part of the planting area of corn accounts for this piece of land?

This question is mainly to let you distinguish whether the score given to you is a score or a number. At this time, I asked my classmates to circle the numbers with the company name to remind themselves that numbers and scores are different, and addition and subtraction are not allowed. At the same time, draw a "score" to tell students clearly that they are asking for scores, not hectares. Drawing is a good habit, which can remind students to pay attention to some small places in their future thinking and avoid unnecessary mistakes.

Second, cultivate students' imagination.

In the teaching of practical problems, students must be guided by "association method" to reason and imagine. Students can find out the key words in the question to trigger association, think of another word or quantity related to it from one word or quantity in the question, and find out the quantitative relationship in the question. For example, the fifth grade students want to water 300 trees, and have already watered 180 trees. Water the rest in three times. How many trees will be watered on average at a time? Words such as "to pour, to pour, to remain, to divide three times and to average each time" appear in the topic, which can be prompted in teaching to guide students to make inferential imagination and develop a reasonable imagination process from "to pour" to "remain", from "to divide three times" to "average each time". Another example is a rectangular radish field, which is 15 meters long and 6 meters wide. Harvest 1350 Jin of radish in this field. How many Jin of radish is harvested per square meter on average? When solving problems, as long as students can think of perimeter or area from length and width, or think of area from square meter (square meter is a common unit of area), they can determine the area that must be solved first. In this way, the problem is not solved?

Third, let students analyze the common reasoning methods of application problems.

In the process of teaching, it is very important to teach students the reasoning method of analyzing application problems and help them clear up their thinking of solving problems. Analytical method and synthesis method are commonly used analytical methods. The so-called analysis method is to analyze the desired problem in the application problem. First consider what conditions are needed to solve the problem, which of these conditions are known and which are unknown, until the unknown conditions can be found in the problem. For example, car A transports 300 kilograms of coal at a time, and car B transports 50 kilograms more than car A. How many kilograms of coal do two cars transport at a time?

Instruct students to dictate how many kilograms of coal two cars need to transport at a time. According to the meaning of the question, which two conditions (car A and car B) must be known? Which of the conditions listed in the question is known (A car transport) or unknown (B car transport), which should be sought first (B car transport 300+50=350)? Then what do you want (one * * * for two cars, how many kilograms of coal, 300+350=650)?

The synthesis method is based on the known conditions of the application problem, and the required problems in the problem are deduced through analysis. For example, guide students to think like this: given that A has 300 kilograms of coal on board and B uses 50 kilograms more than A, the weight of B can be calculated (300+50=350). With this condition, how many kilograms of coal can two cars hold? (300+350=650)。 Through the two solutions to the above problems, we can see that both analytical method and comprehensive method should combine the known conditions of application problems with the questions asked. The questions asked are the thinking direction, and the known conditions are the basis for solving problems.

Fourth, cultivate students' habit of practicing more.

More exercises are to train students to solve application problems in various forms. In practice, teachers should take care of all, help the poor and help the excellent, stabilize the top students and improve the poor students. Exercises can be divided into classroom exercises and extracurricular exercises. When designing exercises, we should properly combine oral answers, blackboard writing performances, written exercises and hands-on operations, pay attention to the organic unity of "quality" and "quantity", give full play to the unique role of each exercise, mobilize the enthusiasm of all students, cultivate their innovative consciousness and practical ability, thus developing their intelligence and making the exercises fruitful. For example, we should not only design some basic exercises such as multiple-choice questions, adaptation questions, supplementary condition questions or questions, but also design some open exercises appropriately. If the answer is not unique, one question is changeable, one question has multiple solutions, the conditions are redundant, and the conditions are insufficient. Let them feel the joy of "success" in the progress bit by bit, produce a sense of accomplishment and pride in learning, and make them feel relaxed and happy in learning mathematics.

Five, guide students to learn "hypothesis"

Hypothesis means that one condition in a question is assumed to be another condition similar to it first, so that the answer to the question tends to be simple and clear. For example, the exercise: "A batch of coal originally planned to burn 16 tons per day, but actually burned 12 tons per day, resulting in five more days. How many days can this batch of coal burn? " Assuming that the actual coal burning time is the same as the original planned coal burning time, the actual total tonnage of coal burning is less than the original planned coal burning 12×5=60 (ton). What is the reason for the difference of 60 tons in gross tonnage? Because it actually burns less than planned 16- 12=4 (tons), 60 tons contains several 4 tons, which is the original planned coal burning time. According to the actual tonnage and the actual time of less burning, the total tonnage can be calculated.

12× 5 ÷ (16-12) =15 (days)

Sixth, let mathematics combine with life.

We should start with classroom teaching, talk about mathematics in connection with real life, mathematize children's life experience, and make mathematics problems come alive. For example, when teaching picture application problems, you can make up a word application problem like this: After the Spring Festival, dad bought a basket of big red apples *** 10 and gave four to grandma. How much is left? This seems cumbersome, but it is obvious that students feel that taking out four apples from the basket is "taking away". When they are removed, they use subtraction. If they remove four apples from 10, they will subtract four from 10 to get six. This is much better than asking students to say that there are 10 apples inside and outside the basket and four apples outside the basket. How many apples are there in the basket? It is much better for students to calculate continuously. Another example is teaching Xiao Ming to write nine words, and he has already written six. How much more does he have to write? " In this application problem, the teacher drew nine Tian Zige, wrote six words in six squares, pointed to the remaining empty Tian Zige and asked the students "How many words do you want to write?". Writing a word is equivalent to removing (gesturing) a grid (because this grid can't be written anymore). How many grids should be removed when writing six words? How to remove it? In this way, students will soon understand that they have to write a few words by subtraction and subtract the written number from the total. There are many such examples. As for how to express it so that different students can understand it better, it depends on the teacher's understanding of students and the way to guide them.

In short, there is no fixed method for teaching. As a math teacher, we should guide and teach students in many ways. The clearer the students' thinking, the more flexible the problem-solving methods will be. Therefore, in teaching, teachers should not only be satisfied with the correct results, but also conduct necessary research. Only in this way can students use different methods to solve problems flexibly, and only in this way can they satisfy their thirst for knowledge and make them develop better in mathematics.