The ability to examine questions is a comprehensive ability to obtain and process information. It needs to be based on a certain knowledge reserve and cognitive level, and also needs good reading habits and effective thinking methods to ensure it. The process of examining questions is to examine the plot content and quantitative relationship of questions, so that the conditions of questions, questions and their relationships can be completely impressed in students' minds, creating good preconditions for correctly analyzing quantitative relationships and solving application questions.

Second, develop a good habit of examining questions:

Cultivating primary school students to form a good habit of carefully examining questions and form a higher ability to examine questions can not be completed overnight, but must go through a long period of intensive training, which almost runs through our mathematics teaching. In the initial training stage, teachers must put forward clear requirements for students. Teachers can ask students to read topics and establish representations; Second reading the topic and clarifying the question; Look at the topic three times, find out the key points and mark them. Its difficulty is mainly reflected in the requirement of "labeling key words". Teachers can also use "trap questions" to "stimulate" students from time to time and make them realize the importance of examining questions ideologically, which is relatively easy to do.

Third, help students improve their analytical skills:

The research results of modern cognitive learning theory clearly show that an expert can quickly find out the strategy to solve problems in a certain situation through perception because he has knowledge that can be quickly memorized? The ability to recover from experience. In the process of solving mathematical problems, if students can correctly identify the problem pattern and analyze the thinking of the problem, they can quickly converge the scope of thinking about the problem, which is a key step to correctly choose the thinking of solving the problem.

At present, the ability of primary school students to solve practical problems is still quite weak, which is mainly manifested in their lack of common sense understanding of the situational language of the problem and their inability to solve the problem by using the equal relationship, that is, they cannot find the relationship between the quantities in the problem, which belongs to the scope of pattern recognition research. Variant training is a good strategy. Students can understand the terms closely related to the application problems from the change of the topic, and achieve the purpose of strengthening the model through the change of the background. In the teaching process of variant training, teachers should grasp a key link, guide students to realize pattern recognition-make a detailed analysis of representative problems, and never teach methods and ideas on topics, so as to achieve the goal of changing with the constant.

Fourth, guide students to understand mathematical thoughts: the abstract logical thinking of senior primary school students has developed to a certain extent, and they have the ability to classify and rise to mathematical thoughts. Compared with the basic knowledge of mathematics, mathematical thought has a higher level and status. It is included in the process of the occurrence, development and application of mathematical knowledge. It is a kind of mathematical consciousness, which belongs to the category of thinking and is used to understand, deal with and solve mathematical problems. Mathematical method is the concrete embodiment of mathematical thought, which has the characteristics of model and operability and can be used as a concrete means to solve problems. Only by summarizing mathematical ideas and methods can we be handy in analyzing and solving problems. Only by understanding the ideas and methods of mathematics can books and other people's knowledge and skills become their own abilities. For example, if students master the thinking method of combining numbers and shapes, they will be handy when solving problems.

Fifth, pay attention to the review and reflection of problem-solving strategies;

Middle and senior primary school students have certain abilities of induction, generalization and strategic reflection. In the process of solving mathematical problems, it is very necessary to review, discuss, analyze and study your own problem-solving activities after solving problems ("not thinking after solving problems means not harvesting" and "reflection is the golden season of harvesting"). This is the last stage in the process of solving mathematical problems, and it is also the most meaningful stage to improve students' ability to analyze and solve problems. The teaching purpose of solving practical problems is not simply to get the results of problems. The real purpose is to improve students' ability to analyze and solve problems (experience can only be upgraded through generalization, and the higher the level of generalization, the greater the radius of migration), and to cultivate students' creative spirit, and this teaching purpose is mainly achieved through the review of problem-solving teaching. Therefore, we should attach great importance to the review of solving problems in mathematics teaching. Analyzing the results and solutions of solving problems with students in detail and summarizing the main ideas, key factors and solutions of similar problems can help students sum up the basic ideas and methods of mathematics from solving problems and master them, and apply them to new problems, which will become a powerful weapon for analyzing and solving problems in the future.

Sixth, properly train open questions and new questions to broaden students' knowledge;

Appropriate training for students in mathematics teaching is a necessary supplement to improve students' ability to analyze and solve practical problems. We can use places that students are very familiar with, such as school libraries and classrooms, to create various realistic problem situations. Students can solve problems according to these materials, have a strong thirst for knowledge and experience the happiness of success. It can also cultivate students' awareness of applying mathematics, know that there is a lot of mathematical information in real life, and feel that it has a wide range of applications in the real world. You can also adapt a question into several different types of questions by changing conditions or questions, so that students can understand and analyze the truth, thus forming a knowledge chain, improving the ability to draw inferences from others and further developing their thinking. The characteristic of the open problem is that there are many strategies to solve it, such as the problem of famous cows eating grass and the problem of chickens and rabbits in the same cage, which can be enumerated, guessed, assumed and equation. In addition to the above-mentioned strategies, there are many strategies to solve the problem, such as: drawing lines, drawing strategies related to related problems, reasoning strategies such as relationship, transmission and anti-transmission, induction, residue, drawing strategies using models, exclusion strategies and so on.