Many students have poor ability to solve application problems because of their poor understanding of words. Accurately speaking, they have a poor understanding of the narrative of the application problem, that is, they can't understand the problem, which leads to the students who have finished reading the application problem simply don't know the exact meaning of each quantity, or are not sure about the meaning of the key sentences in the problem. In view of this situation, teachers can guide students to inject situational thinking into practice to think. For example, when teaching practical problems such as buying things with money, students are often confused by the numbers in the questions, divorced from practical thinking, and have a confused understanding of the problems. In fact, it is the most common thing to buy things with money, but when this shopping scene is described as an application problem, students tend to be completely divorced from the reality of buying things, but the numbers in the problem hover in their minds. If the actual situation can be linked with the situation described in the application problem, it will be easier for students to solve the application problem. For example, there is such a topic in the fourth volume of mathematics: Xiao Shi spends 5 yuan to get 1 pen and 5 exercise books, 2 yuan for a pen and 3 yuan for an exercise book. How much should I get back when I sell it? At first glance, this problem seems difficult for second-year students to do. Before I give a lecture, I will arrange for students to use 5 yuan money to buy the stationery in the topic and go back to school. When giving lectures, I will combine practical guidance. Through practical activities, students will connect the actual situation with the situation described in the topic, and they will know that the word "1" with the pen "1" does not need to be included in the formula calculation. At this time, students can easily solve the problem: 3×5= 15 jiao = 1 yuan 5 jiao (money for buying exercise books), 2 yuan+1 yuan 5 jiao =3 yuan 5 jiao (total money for buying pens and exercise books), and 5 yuan -3 yuan 5 jiao = 1 yuan.
Second, according to the characteristics of application problems, let students master certain problem-solving skills.
Although the application questions are varied and varied, most of them still have rules to follow. Different types of questions have different ideas and methods to solve problems. If teachers often help students sum up the methods of solving problems in daily teaching, students will take fewer detours in answering questions and the efficiency of solving problems will be greatly improved. The following is a brief introduction to some common solutions to math application problems in primary schools.
1. Analysis method and synthesis method
Analysis is to start with the problem of the topic and gradually deduce the conditions to be known until they are all known conditions. The synthesis method starts with the known conditions of the topic and gradually deduces what can be asked until the problem in the topic is found. For example, a bus travels from A to B at a speed of 45 kilometers per hour, and arrives at B in 4 hours. When it comes back, it walks more than when it went 15 kilometers. How many hours did it take to get back? At this time, we can use the analytical method: the time to come back = the distance to come back ÷ the speed to come back = the speed to go × the time to go, and the speed to come back = the speed to go+the number of people who walk more every hour, so that we can deduce the problem to the known conditions or use the comprehensive method. Analysis and synthesis can be used comprehensively, from conditions to problems or from problems to conditions or at the same time, so it is easier to find solutions to problems.
2. Equation method
Equation method is helpful for students to think forward, find the equivalent relationship, clear their minds, and thus achieve the purpose of solving problems. In the process of solving problems, we should flexibly choose the methods to solve problems. For example, the road repair team builds a road, the first week builds the road 1/3, the second week builds the road 1/4, and the second week is 8 kilometers less than the first week. How many kilometers is this road? It is difficult to find the specific number corresponding to the scoring rate through arithmetic. If the equation is used to find the equivalence relation, the amount repaired in the first week-the amount repaired in the second week = 8 kilometers less, it is easy to accept. When solving application problems with equations, let students try to list different equations and analyze the quantitative relationship from different angles, which can list different equivalent relationships, guide students to compare different equations, find simple solutions, cultivate students' thinking flexibility and improve their ability to solve application problems.
3. Diagram
Graphic method is a strategy to reveal the essence of the problem and show the quantitative relationship by drawing a simple schematic diagram. Commonly used are line drawing, geometric shape cutting and so on. For example, there are several chickens and rabbits in the cage, counting from the top, there are eight; It's 26 feet from the bottom. How many chickens and rabbits are there? The use of charts can make some abstract problems intuitive and vivid, and complex quantitative relations clear. Draw eight circles to indicate that all chickens are chickens, and draw two line segments on the circle to indicate chicken feet (the formula is 2×8= 16), which is ten feet less than the meaning of the question (26- 16= 10), because each chicken and rabbit are separated by two feet (4-2=2).
Third, integrate mathematical problems into life.
In a sense, mathematics education is the education of life. In particular, mathematical application problems closely link mathematical knowledge with real life, covering everything from astronomy, geography, environmental protection and ecological balance to interest rate calculation and commodity trading. Mathematics is inseparable from life, and there is mathematics everywhere in life. The application problem in mathematics is the embodiment of life in mathematics and the comprehensive application of learned mathematical knowledge in real life. Based on the above understanding, we put forward the research of "life-oriented" application problem teaching. For example, dig up the life materials in the teaching materials, find the breakthrough point between the mathematics knowledge in the teaching materials and the students' familiar life, so as to make the boring mathematics problems become living reality, or realize the life-oriented expression, such as changing the "pure text" expression of the past application problems, and organically introducing tables, cartoons, situation diagrams and data tables into the application problem teaching.
The above points are my own experience in the teaching of application problems. To improve students' ability to solve applied problems requires long-term training. As long as we attach importance to this point and give guidance by scientific methods, students' problem-solving ability will be greatly improved.