According to children's age characteristics, they may have some difficulties in reasoning about the nature and operation of symbols. If children are allowed to draw a picture on paper in time, it can expand students' thinking of solving problems and help them find the key to solving problems. Because drawing is intuitive, drawing can concretize some abstract mathematical problems and simplify some complex problems, thus effectively solving problems.
(1), line chart.
The function of line graph in solving the score problem is obvious. Teachers who have taught advanced mathematics in primary schools have a special liking for solving score problems with line graphs, but line graphs will also play an intuitive and vivid role in solving other types of problems.
(2) Connection diagram.
When solving the problems of calling each other, matching clothes and how many games there are in the competition venue, using the connection method is intuitive, fast and not easy to make mistakes, which can be said to be the best choice strategy to solve such problems.
(3), scope diagram
In order to solve the problems of constant rectangular length, narrow width and narrow area, the original rectangular area is found; When the length or width of the rectangle increases and the area increases, find the original rectangular area; The length and width of a rectangle increase, and the area also increases. You can draw a range diagram, which is more intuitive and not easy to make mistakes.
2. Listed and tried strategies.
In the process of solving problems, teachers can guide students to list the conditional information of problems in the form of tables, which will get twice the result with half the effort. For example, it is often used to solve the problems of renting a boat, renting a car, purchasing tickets or points, and solving the problem of chickens and rabbits in the same cage.
3. Learn by hand strategy.
Everyone has two hands, 10 fingers, five fingers have four gaps (intervals), and 10 fingers have nine gaps. Let the students know the relationship between hand index and interval number first, and then they can solve the problems of planting trees, sawing wood, going up stairs and ringing bells by hand. For example, Xiaohong lives on the fifth floor, with 20 steps between each floor. How many steps does it take from 1 building to the fifth floor? When the hand is stretched out, the five fingers represent five layers, * * * four intervals, 4×20=80 steps, and there will be no mistake of 5×20= 100 step. The strategy of helping us solve problems with our hands can be said to be simple and widely used.
4. Simulate the operation strategy.
Simulation operation is to simulate the problem situation through exploratory hands-on operation activities, so as to obtain the strategy of problem solving. Through the process of their own exploration, students turn the problems that need to be solved into known problems and conduct deductive research. Through this developmental operation strategy training, students can not only solve problems, but also cultivate their creative thinking in the process.
5, the strategy of reasoning.
In addition to the above strategies, we used to think from problems (which can be called the strategy of reverse deduction) and from conditions (which can be called the strategy of positive deduction). This is not only the "analysis method" and "synthesis method" that we used to use in the past, but also the strategy of reasoning.
In fact, when a mathematical problem is presented to us, its thinking tentacles are multi-terminal. The above-mentioned problem-solving strategies are just common guiding methods. In order to improve the ability of solving mathematical problems more effectively, teachers should also guide students to constantly think and explore in the practice of solving mathematical problems, and gradually accumulate experience in solving problems, so as to master more specific problem-solving methods and thinking strategies.
Lesson plan version