First, carefully examine the questions, reveal the connection and cultivate the fluency of thinking.
In the teaching of application questions, whether students can correctly answer application questions is first to examine the questions. I pay attention to the examination of questions and guide students to carefully examine questions. The specific approach is:
(a) familiar with reading, distinguish the plot, conditions and problems in the problem. After reading it, think about it and say the meaning in the title in your own words;
(2) batch reading, that is, using different symbols you like to mark the words that express the relationship between plot and quantity in the question, to help you understand the meaning of the question, and to mark the important and difficult points;
(3) Reasoning reading, in order to find out the relationship between conditions and problems, seek the basic way to solve problems, and clarify the direction of solving ideas.
Asking more questions is also a good form to cultivate students' thinking fluency. For example, give students a set of conditions: "There are 50 fifth-grade students and 40 girls in Xicun Primary School". Ask new questions in many directions. After independent thinking and group discussion, the students asked the following questions: 1 How many students are there in grades 5? 2. How many girls do boys have? 3. How many girls are missing from boys? 4. How many times are boys as girls? 5. What is the percentage of boys to girls? 6. What is the percentage of men and women in the total? 7. What is the percentage of boys to girls? 8. What percentage of boys are more than girls? 9. What percentage of girls are less than boys? 10. What are the numbers of boys and girls? ..... make their thinking spread in many ways and at many levels, and create conditions for putting forward various problem-solving methods.
Second, reasonable imagination, multi-directional exploration, and cultivate the flexibility of thinking.
In order to cultivate the flexibility of students' thinking, I pay attention to guiding students to develop reasonable imagination and reasoning according to different situations. For example, starting from the three conditions of "80 pages of a book, Xiaohong read 40% of the whole book on the first day and 30% of the whole book on the second day", what results can be imagined? After thinking, the students put forward:
1, from the first condition and the second condition, we can know the number of pages Xiaohong studied on the first day;
2. From the first condition and the third condition, we can know the number of pages Xiaohong read the next day;
3. From the second condition and the third condition, we can know that (1) I have read 56 pages in two days, (2) there are 24 pages left to read; (3) Read 8 pages more on the first day than on the second; (4) What you see on the first day is 1 on the second day.
4, from the above three conditions:
(1) Read 45 pages in two days.
(2) There are 24 pages left to read;
(3) Read 8 pages more on the first day than on the second;
(4) The ratio of pages read in two days is 4: 3 ... Through training, the flexibility of students' thinking is exercised; In the past, I took the initiative to solve problems, and the ability to turn difficult into easy gradually became available.
Let students master conditions and conditions, conditions and problems, deeply understand the quantitative relationship, flexibly use what they have learned, and seek various solutions from different starting points and angles, which can also promote the flexibility of students' thinking.
Through training, students learn to think in many directions, so as to broaden their thinking, make their thinking agile, and achieve the goal of mastering knowledge and drawing inferences from others.
Third, self-evaluation, compare the accuracy of identification, and cultivate thinking.
A few students have a little knowledge of the quantitative relationship in application problems, but sometimes they don't know whether they are true or false when they answer them. In order to put an end to this phenomenon, I ask students not to be busy calculating the results after determining the calculation steps and listing the formulas. They must first explain the calculation to see if it conforms to the meaning of the question, whether it correctly reflects the quantitative relationship and whether their thinking is reasonable and correct.
Although some questions are calculated results, students are also required to estimate whether the results are reasonable according to the meaning of the questions. For example, "there are 45 tons of goods at the station, which can be transported in 0/0 hour by car A and 0/5 hour by car B, and both cars can be transported together. Can it be delivered in a few hours? " Some students' formula is wrong: 45 ÷ (45 ÷10+45 ÷15) = 270 (hours).
I'm not sure whether the result is correct, but let the students estimate whether the result meets the question. (1) It certainly takes less time for two cars to transport the same batch of goods at the same time than for one car to transport alone, but 270 hours is much longer than for one car; (2) Party A can transport 45 tons in 0/0 hour and Party B can transport 45 tons in 0/5 hour. If Party A and Party B each transport for 270 hours, the total weight of the transported goods should greatly exceed 45 tons; (3) Party A needs to transport 45 tons 10 hour, 4.5 tons per hour; It takes 15 hour for Party B to transport 45 tons and 3 tons per hour, so Party A and Party B transport (3+4.5) tons and 45 tons per hour, that is, 45 ÷ 7.5 = 6 hours.
Due to the usual emphasis on cultivating students' evaluation ability, students have a thorough understanding of various topics, their ability to analyze and solve problems has been greatly improved, and the correctness of their thinking has been obviously enhanced. However, there are still students with narrow thinking, which need to be explored in future teaching, sum up practical experience and promote them to use good thinking quality.