In teaching example 5, I created a problem situation according to the method of "solving problems" in previous teaching, so that students can observe the situation diagram and talk about what mathematical information you know and what problems need to be solved. Students can speak actively, tell useful mathematical information and questions, and report the answers to the questions quickly. But in this process, it seems that few students realize that "our team scored four goals" is an unnecessary condition in this question, and no one takes the initiative to ask questions, which is beyond my previous classroom presupposition, so I have to guide students to analyze the three conditions in the question again, so that students can initially learn to judge which conditions are useful and which are redundant and useless. After such passive exploration and communication, most students understand, but some students seem to understand. The consolidation exercise in class is not bad, but the practice after class is not very optimistic. Many students have no useful conditions and unnecessary conditions in the analysis questions, which leads to unclear thinking about the conditions of use and mistakes in solving problems.
Deeply reflecting on the whole teaching process, I feel that this course introduces new courses too quickly, and does not highlight the particularity of solving problems in this course-it contains redundant conditions, so students' understanding of redundant conditions is not profound. If you can create a "choice" story at the beginning, such as mother bear preparing breakfast for bear, bear gets up and sees a big box of yogurt, a straw and a fan on the table, and bear wants to drink yogurt. How should he choose? Can you come up and help him choose?
Students are familiar with this kind of life situation, and they will be willing to actively participate in it and make the right choice. Then ask the students to talk about "why not choose a fan". The children will be able to explain that bears don't need a fan to drink yogurt. The fan on the table is redundant. At this time, the teacher will emphasize "redundancy" again, so that students can easily understand what "redundancy" is and pave the way for the next teaching.
Secondly, students are allowed less time to discuss, students do not fully express their ideas, and they do not fully understand such problems, so they can only "apply what they have learned now" and cannot "use it flexibly". Once they leave the teacher's guidance, they will be at a loss. Therefore, in order to improve the effect of classroom teaching, it is very important to give full play to students' initiative. Only when students are eager to learn can they learn better.
Third, students have not mastered the methods of choosing and accepting conditions. In order to improve students' problem-solving ability, I intend to make more efforts in guiding students to analyze conditions, find out the conditions needed for solving problems, and ask students to circle the redundant conditions in the questions with dotted lines, which strengthens children's judgment ability on redundant conditions and cultivates their logical thinking ability.
In a word, solving problems is the difficulty and focus of junior three students' learning. We should design every class lively and interesting, so as to greatly improve children's interest in learning and make them gradually fall in love with math classes and problem solving.