Aristotle said, "Thinking always begins with problems." Questioning is always based on positive thinking. In the process of mathematics teaching, teachers should make full use of the created problem situations, guide students to continuously improve their ability to obtain mathematical information in the situations, and then solve mathematical problems. It is particularly important for freshmen to learn to observe the situation map and extract mathematical information.

Learning more picture situational questions in senior one can arouse students' interest and urge them to enter the role in an immersive way, so as to understand the meaning of the problem, but we can't just stay here and miss too much. Attention should be paid to guiding students to understand pictures, and then extracting effective mathematical information to solve problems.

Second, the rational use of graphics and text to extract effective mathematical information

The practical field and comprehensive application field of mathematics curriculum standard (experimental draft) are a major feature of the new curriculum. The arrangement of this field in the new curriculum has become more colorful from the simple text standard format, and the presentation mode is not only literal, but also situational, which broadens the structural space of the problem. The topic may not be well structured, and the scene may be complicated, so you need to select data. It is particularly important for students to extract effective mathematical information materials. In my opinion, the traditional teaching methods of applying problems, such as graphic method, analysis method, synthesis method, hypothesis method and reasoning method, still need to be inherited and still have their existing value. In the process of solving specific problems, various methods penetrate and complement each other.

As long as students learn "concrete analysis of specific problems" in the true sense, they can learn how to collect and deal with the hidden information in problems through various means (pictures, tables, words, things, etc.). ), learn to find the implicit quantitative relationship from the problem, learn to think from multiple angles, learn to analyze the relationship between information, learn to draw inferences from others, and thus gain the ability to analyze and solve problems.

Third, cultivate the ability to solve problems by using four operational meanings.

The new curriculum reform regards solving practical problems as a natural part of learning numbers and operations. The understanding of numbers, the introduction and development of operation contents all strive to come from students' real life, so that students can establish a natural connection between mathematics and daily life from the beginning of contact with mathematics, and cultivate students' ability to solve problems according to actual conditions and operational significance. For example, in the "addition and subtraction mixed calculation problem" in the first grade teaching, students will not find the calculation boring by creating the phenomenon of "passengers getting on and off the bus" close to their lives. Because the situation is close to students' life and easy to understand, students are more interested in learning and have a better grasp of the operation order.

In a word, it is a long-term process for teachers to guide students to extract effective mathematical information and cultivate students' ability to solve problems in mathematics classroom teaching. By communicating the close relationship between mathematics and life, it not only helps to reflect the internal relationship between mathematics knowledge, but also enables students to better understand mathematics, appreciate its value, improve students' interest in learning mathematics, enhance their confidence in learning mathematics and cultivate their ability to solve practical problems.