Solving problems is the application problem teaching in traditional teaching, which originates from the students' life reality and returns to their life. It is the students who encounter difficulties in their study and try to get around the obstacles and reach the answer to the question. Solving problems is conducive to developing students' innovative spirit and practical ability to solve problems, so that primary school students can use their original knowledge, skills and methods to solve new problems in curriculum situations, thus cultivating students' ability to solve problems.

Strategy 1: practical operation

Children's intellectual activities are closely related to their effects on surrounding objects, that is, children's understanding comes from their effects on objects. Mathematics learning in primary schools is an important intellectual activity. Mathematics, in particular, is highly abstract, while primary school students often lack perceptual experience. Only through personal operation and direct experience, it is convenient to abstract and generalize correctly on this basis, and form mathematical concepts and laws. There are many such examples in teaching practice. For example, the understanding of teaching elements, angles and points in senior one has long been a difficult point because students lack practical experience. Because of strengthening the practical operation, students are very clear about the progress rate of yuan, jiao and fen. The perimeter and area of middle school teaching are often confused. After strengthening the practical operation, students can have a clear expression of the two concepts and understand the difference between them, and the calculation error is greatly reduced. When teaching divisor and multiple units in senior grades, there are many concepts and terms, which are easily confused by students. Some teachers use Quezon sticks or counting boards to guide students' operation, which greatly reduces the difficulty of learning and clarifies the correct meaning of the concept and the method of finding the greatest common divisor and the least common multiple. Therefore, both in theory and in practice, it is necessary to strengthen practical operation. It can be said that strengthening practical operation is one of the important differences between modern mathematics teaching and traditional mathematics teaching. As Piaget pointed out, the disadvantage of traditional teaching is that it often explains orally, rather than teaching mathematics from the actual operation. Only by strengthening practical operation can we embody the basic idea of the source of intellectual activities.

Strategy 2: Seek answers to questions from daily life.

Primary school mathematics knowledge is closely related to students. When teaching, let students feel that there is mathematics everywhere in their lives. The teaching of "identifying the direction" is to create a scene accustomed to identifying the direction in daily life and introduce new lessons. Let students feel the necessity of learning direction, and let them explore four new directions: southeast, northeast, southwest and northwest when solving the contradiction of practical problems in the simulation block. Therefore, teachers guide students to learn to observe and think about things around them from a mathematical perspective. After the students acquire new knowledge, the teacher asks the students to use what they have learned to find out which direction the children around them are sitting. To help the uncles and aunts of the zoo draw a schematic diagram of the zoo; Explore the function of directional board in compass. In this way, it is not only helpful for students to master knowledge, but also can induce students' innovative consciousness and expand innovative space.

Strategy 3: Simplify the problem and find conditions from it.

In teaching, teachers use vivid and interesting materials to create a good learning atmosphere in which all students actively participate.

1. Let students experience and understand mathematics in real situations.

Judging from the situation that the teacher's daughter drank milk four times, according to the amount of milk she drank each time, students were asked to put forward some math problems according to some data, and some students tried to solve them by themselves. Through the process of "asking questions-solving problems", students have learned the knowledge of "doing more and making up less". This teaching process design can enable students to experience the process of the generation, formation and development of mathematical knowledge, gain positive emotional experience, feel the power of mathematics and master the necessary basic knowledge and skills.

2. Encourage students to think independently, guide students to explore independently, cooperate and exchange, and restore students' dominant position.

For example, the teacher promptly asked "how to get the average?" Through group discussion, the quantitative relationship of average application problem is obtained. Teachers play a guiding role, and students are the real learning subjects. In this learning atmosphere, the whole process of learning new knowledge is linked together through the teaching method of "problem solving".

3. Teaching content comes from life.

The data used in the whole class comes from life, and the questions come from students, highlighting "application". Through the average score, average height, quarterly water consumption and other things that happen around students, students really feel that "mathematics" is around us.

Strategy 4: Cultivate students' initial application consciousness and problem-solving ability.

Teachers should make full use of students' existing life experience, guide students to apply what they have learned at any time, solve mathematics problems around them, understand the role of mathematics in real life and appreciate the importance of learning mathematics. For example, teachers can guide students to solve the following open questions.

Example: 27 people go somewhere by bus. There are two kinds of vehicles available for rent, one can take 8 people and the other can take 4 people.

(1) Give more than three car rental schemes;

(2) The rental of the first car is 300 yuan/day, and the rental of the second car is 200 yuan/day. Which scheme costs the least?

Practical activities are an important way to cultivate students' initiative exploration and cooperation spirit. In this period, teachers should organize students to carry out lively and interesting activities, so that students can experience the process of observation, operation, reasoning and communication.

Strategy 5: discover the law from the problem, discover the law and apply the law.

For example, numbers 50, 98, 38, 10, 5 1, please describe the size relationship between them in languages such as bigger, smaller, much bigger and much smaller. And use ">" or "

Another example:/kloc-how thick is 0/200 sheets of paper? 1200 how many classes can students form? /kloc-how long is the 0/200 step? Wait a minute. Students can learn some rules from it.

Mathematical problem-solving also needs to use various abilities, such as the ability to understand problems, the imagination of spatial thinking, the connection between old and new knowledge and the starting point of problems. But making students become effective problem solvers is not only the goal of primary school mathematics teaching, but also a challenge to mathematics teachers. In problem-solving teaching, we should advocate diversification, arouse students' enthusiasm and encourage them to try boldly. Give students the initiative to solve problems, provide students with more opportunities to show their thinking patterns and problem-solving strategies, and provide students with more rights to explain and evaluate their thinking results. Question strategy fully embodies students' original experience, which is conducive to cultivating students' thinking ability, improving students' awareness of exploring knowledge and embodying students' ability to solve problems.