1. Get information and find problems.
For junior students, the key to obtaining information is to learn to read questions. Problem-solving teaching should start with students of this age learning to read questions. They are a blank sheet of paper. Teachers need to teach children to walk, step by step slowly, teach them how to read questions, and gradually develop good reading habits. Generally speaking, students can be trained to say a complete sentence from the "preview class", and then gradually train students to say two or three sentences. On this basis, students can be guided to try to change the third sentence into a question in combination with specific topics, and gradually become familiar with the quantitative relationship in the topics. In the teaching of "Preliminary Understanding of Addition", most students say that there are three red balloons and 1 blue balloons, which make up four balloons. At this time, students can be guided to try to change the third sentence to "A * * *, how many balloons are there?" How many balloons are there in a * *? This problem is to combine three red balloons and 1 blue balloon and calculate by addition.
Many problems of junior students are solved through pictures and dialogues. Therefore, teachers should first cultivate students' strategies of collecting information. After presenting the situation map, students should be instructed to make clear the order of looking at the map and learn to collect corresponding information from specific pictures or dialogues. After continuous exploration, we pay attention to guiding students to adopt the method of "12③ reading questions", in which "12③" is known information and "③" is a question. Whether it is the practical problem of drawing, the practical problem of combining pictures and texts, or the practical problem of pure words, students should mark the questions with "① ② ③" after reading them preliminarily to improve their ability of collecting information.
2. Try to explore and analyze the problem.
For example: "Each boat can take up to six people. How many boats do 44 students need to rent? " The common practice is to guide students to calculate 44 ÷ 6 = 7 (articles) ... 2 (people), so it is necessary to rent 7 boats. However, this kind of teaching lacks attempts and explorations of various problem-solving strategies. So, you can let students try to explore:
(1) 6× 7 = 42 (people), 7 boats can accommodate 42 people, and 8 boats are needed for two more people.
(2) Six plus six places, * * * plus seven times for more than two people, it is necessary to rent eight boats.
(3) If six people are removed from 44, and there are two people left after 7 trips, you need to rent eight boats.
(4) 7× 6 = 42 people), 9× 6 = 54 people (people), 7 boats can only accommodate 42 people, which is not enough, and there are too many 9 boats, so 8× 6 = 48 people, so it is more appropriate to rent 8 boats.
Trying strategy is a process of "trial and error" of various methods. Different students have different levels of mathematics, so we should fully respect each student's personality differences, allow students to learn mathematics in different ways, and let students use trial strategies to solve problems.
3. Drawing assistance to solve problems
Due to the limitation of age, students in the lower grades of primary school can adopt the strategy of drawing assistance, so that students can spread their thoughts, enlighten their thinking and stimulate their interest in learning mathematics, thus helping them find the key to solving problems.
For example, in the "Number Recognition" unit of Senior One, students are required to count and write the number 1 1 ~ 20. Students can circle the "ten" first, and then add up the rest, which can ensure that the numbers written are correct and help students understand the relationship between "ten" and "one" vividly.
Another example: "A snail climbed from the bottom of a well 5 meters deep to the wellhead. It climbs 3 meters during the day and slides 2 meters at night. How many days does it take to climb to the wellhead? " Most students think so: Snails climb 3 meters during the day and slide 2 meters at night, which is equivalent to climbing 1 meter a day, and the depth of the well is 5 meters. Isn't that five days? By guiding students to draw pictures on paper, they can broaden their thinking and help them find the key to solving problems. Climbing 3 meters on the first day and sliding down 2 meters is equivalent to climbing only 1 meter. The next day, I climbed 2 meters in the same way. On the third day, I climbed 3 meters and went straight to the wellhead. I won't slide down again. It only takes three days to climb to the wellhead. Drawing can make abstract problems concrete and intuitive, thus helping students find solutions to problems quickly.
4, personal practice, improve the awareness of problem solving.
In teaching, teachers should try their best to explore valuable special activities and practical assignments, so that students can seek solutions in reality, or they can not go out of school, but cultivate students' problem-solving consciousness by simulating reality. For example, after teaching people the knowledge of "knowing RMB", teachers should spare some time to create a "simulated shopping" situation so that students can learn to "buy and sell things" in classroom practice. In the simulated shopping activities, students can identify goods, look at the marked price, take money to change, initially learn to identify counterfeit money, know how to care for RMB and save money, deepen their understanding of RMB and master certain life skills. On this basis, arrange for students to go home to help their mothers buy things, so as to achieve the effect of "although class is over, learning is still extending". Apply the knowledge and methods learned in class to real life, so that students can truly feel that there is mathematics everywhere in their lives.
Teachers should not only create conditions and opportunities for students to apply what they have learned, but also encourage students to actively seek opportunities to solve problems with mathematical knowledge and mathematical thinking methods in reality and try their best to practice them. Faced with practical problems, students can actively analyze and explore solutions from the perspective of mathematics, which is also the foundation of cultivating students' awareness of solving problems in mathematics teaching.