In primary school mathematics teaching, application problem teaching is not only the key point, but also the difficult point, and it has always been a subject that schools pay more attention to. Most students feel headache when they do application problems, and they are often at a loss. Because the quantitative relationship of application problems is generally abstract and hidden, it is difficult for students to solve problems. In view of this situation, in improving students' ability to solve practical problems, my methods are as follows: First, cultivate students' habit of carefully examining problems.

When doing application problems, it's not that some students can't do some simple application problems, but that they don't read and examine the problems carefully, and some mistakes should not appear, so students must develop the habit of reading and examining the problems carefully at ordinary times. Understand the meaning of the question through examination and master what it is about. What happened? What was the result? Find out what conditions are given in the question through the exam. What are the questions that must be asked? Some students can't do application problems, often because they don't understand the meaning of the problems. Once you understand the meaning of the problem, its quantitative relationship will be clear. So from this perspective, a reasonable understanding of the meaning of the topic is equivalent to doing half of the topic.

Second, pay attention to the analysis of the quantitative relationship of application questions

Quantitative relationship refers to the relationship between known quantity and unknown quantity in application problems. Only when the quantitative relationship is clear, can the algorithm be properly selected according to the meaning of the four operations, and the mathematical problems can be transformed into mathematical formulas and solved by calculation. Analyzing the quantitative relationship is the key to solving practical problems and the central link in the teaching process of practical problems. In the teaching of application problems, we should pay special attention to training students to analyze the dependence between known and unknown quantities and between known and unknown quantities in application problems, and abstract the quantitative relationship from application problems. At the same time, the two trains departed from two places 525 kilometers apart and met three hours later. One train runs at 90 kilometers per hour, how many kilometers per hour does the other train run? There are two quantitative relations in this problem: (1) the distance between two places ÷ the meeting time = the sum of the speeds of two trains; (2) The speed of two trains and-the speed of one train = the speed of the other train. Make clear these two quantitative relations, and the problem will be solved.

Third, strengthen problem-solving thinking training and improve problem-solving ability.

Cultivating problem-solving thinking is an important way for students to learn application problems well. By examining the questions, we can find out the relationship between the known quantity and the unknown quantity, thus unifying the contradiction between the known quantity and the unknown quantity. This idea is called thinking. In the teaching of application problems, we should pay attention to guiding thinking methods, so that students can master the basic laws of solving application problems and form correct thinking ways. For example, the fifth-grade students of Futian Primary School go to the factory to make plastic bags in three groups. the first group

16 people, * * * do 256; Group 2 14, * * 2 10; The third group 15 people, * * * do 254. How many do you do on average in each class? I guide students to find ways and methods to solve problems: ① What do you want from this problem? 2 how do you ask? (3) What is the total amount? What's the total number? Then inspire students to find out the way of the total number and the total number of people, and find out the relationship between the meaning and quantity of the problem. According to the analytical formula: (256+210+254) ÷ (16+15), students can answer application questions correctly.

Fourth, give full play to the intuitive teaching function of line segment diagram.

Line drawing is a commonly used method to solve problems, which is easy for students to accept. When solving problems, you can draw a line diagram according to the conditions and problems given by the questions, then the quantitative relationship of the application questions will jump out of the paper, and the methods and ways of solving problems are easy for students to understand. Therefore, teaching students the method of drawing line segments is the basic training of an application problem. It not only inspires students to think, but also improves their ability to analyze and solve problems. Line segments are intuitive, which can turn abstraction into concreteness, effectively expose hidden quantitative relations and master quantity. For example, in the application problem of "greater than less than", the result is very obvious through line segment comparison.

Fifth, help students master the correct steps to solve problems.

The solution of an application problem includes reading the problem, analyzing the quantitative relationship, calculating in column form, writing and answering sentences, checking and so on. Every step must attract the teacher's attention. In the teaching of application problems, we should pay attention to guiding students to answer application problems according to the correct problem-solving steps, and gradually develop good habits, especially the habit of checking, writing answers and answering sentences.