Second, read more books
Reading more is reading the questions repeatedly. Be sure to read the characters thoroughly before reviewing the questions. In the picture application problem, we can get the surface information mainly through observation, but we can't see why, especially for the first-year students, we don't know much about it. Even if we all know that the first-grade children have poor self-control ability, and their attention is easily distracted unconsciously, so that students can see that the effect of obtaining information is far less than reading (text). For understanding these two kinds of application problems, reading more can not only concentrate students' attention, but also deepen students' impression of the structure and understanding of the meaning of the problems.
Third, talk more.
Teachers should design some questions that students are interested in to activate their thinking, encourage them to talk more, and don't criticize even if they are wrong. In fact, mathematics is to find laws, relationships and expressions. The whole process is full of exploration and creation. We should let students speak boldly, guess and try. Try to let students express and understand the meaning of the same question from different angles and in different languages, and don't worry that unconscious thinking wastes time, which often leads to "brand-new" ideas. When teaching application problems again, it is mainly to let students say more conditions and questions and creatively repeat the meaning of a question. For example, students can have twenty meanings such as "send", "take", "reward", "eat", "hide", "cover", "break" and "cut well". At this point, you must feel that your thinking is too rigid, too rigid and too uncreative. "Two heads are better than one, Zhuge Liang" can compare with several "Zhuge Liang"! What you "create" is the most impressive thing. Using students' own thinking to understand the meaning of the question will get twice the result with half the effort.
Fourth, think more.
The first-grade application problems are divided into "what is the total" addition application problems and "how much is left after removing part" subtraction application problems, which are not difficult for students to understand thoroughly. As long as the teacher carefully guides the students to grasp the key words, which are understood as "merging" or "removing", why to use addition or subtraction is naturally solved. In addition, when answering the open questions in Volume 2, such as asking questions, filling in conditions, writing or adapting application questions, we should try our best to activate students' unconscious thinking, first understand the meaning of the given conditions or questions (familiar with the background with practical significance), and then conduct open exploration on the basis of understanding and analyze and think from different angles. This can not only cultivate students' mathematical application consciousness and ability to solve simple practical problems, but also cultivate students' spirit of inquiry, flexibility of thinking and seeking the opposite sex.
V. ADHD
The hyperactivity mentioned here refers to the students' hands-on operation. Active is a child's nature. Children are curious about things in life and always want to see and touch them. Teachers should make use of children's nature, let them have a look and touch, guide them to think and discuss on the basis of looking and touching, and tell what they see and think, so that every student can learn and apply mathematics in this environment. The writing characteristics of the first textbook "Increasing the content of students' operation activities and strengthening the cultivation of thinking ability" write: "An important feature of mathematics is abstraction. The thinking characteristics of first-year students are concrete thinking in images, but they also retain the form of intuitive action thinking. Therefore, to teach first-year students to learn mathematics, we must proceed from their age characteristics and thinking characteristics, strengthen intuitive teaching, increase the content of students' activities and hands-on operations, guide students to actually study, observe and operate, and learn with multiple senses. This can not only improve students' interest in learning mathematics, but also make it easier for students to understand what they have learned. "Although the content mentioned later has little to do with the application problem literally, when I teach the application problem of finding the total number of two things and one of them (especially the application problem), let the students understand while listening to the problem or appear in the form of games, and the effect is very good. In fact, this is also a good transition way for students to solve picture application problems and complete word application problems independently without any physical objects, which greatly reduces the difficulty of teaching and learning application problems in the future.
Sixth, practice more.
More exercises are to train students to solve application problems in various forms. In practice, teachers should take care of all, help the poor and help the excellent, stabilize the top students and improve the poor students. Exercises can be divided into classroom exercises and extracurricular exercises. Use it properly when designing exercises.
Through the combination of oral answer, blackboard performance, written practice and hands-on operation, we pay attention to the organic unity of "quality" and "quantity", give full play to the unique role of each exercise, mobilize the enthusiasm of all students, cultivate their innovative consciousness and practical ability, thus developing their intelligence and making the exercises effective. For example, we should not only design some basic exercises such as multiple-choice questions, adaptation questions, supplementary condition questions or questions, but also design some open exercises appropriately. If the answer is no, one question is changeable, one question has multiple solutions, and the conditions are redundant and insufficient. Let them feel the joy of "success" in the progress bit by bit, produce a sense of accomplishment and pride in learning, and make them feel relaxed and happy in learning mathematics.
Seven, more contact with real life.
We should start with classroom teaching, talk about mathematics in connection with real life, mathematize children's life experience, and make mathematics problems come alive. For example, when teaching picture application problems, you can make up a word application problem like this: After the Spring Festival, dad bought a basket of big red apples *** 10 and gave four to grandma. How much is left? This seems cumbersome, but it is obvious that students feel that taking out four apples from the basket is "taking away". When they are removed, they use subtraction. If they remove four apples from 10, they will subtract four from 10 to get six. This is much better than asking students to say that there are 10 apples inside and outside the basket and four apples outside the basket. How many apples are there in the basket? It is much better for students to calculate continuously. Another example is teaching Xiao Ming to write nine words, and he has already written six. How much more does he have to write? " In this application problem, the teacher drew nine Tian Zige, wrote six words in six squares, pointed to the remaining empty Tian Zige and asked the students "How many words do you want to write?". Writing a word is equivalent to removing (gesturing) a grid (because this grid can't be written anymore). How many grids should be removed when writing six words? How to remove it? In this way, students will soon understand that they have to write a few words by subtraction and subtract the written number from the total. There are many such examples. As for how to express it so that different students can understand it better, it depends on the teacher's understanding of students and the way to guide them.
No matter which one of the "Qi Duo" should not be used alone for a long time, it should be used alternately and complement each other, and no matter which one of the "Duo" cannot be more than "Duo", it should be "enough is enough" and appropriate. Only in this way can teachers achieve the expected results.