1 Apply what you have learned and focus on solving practical problems.
The ultimate goal of learn mathematics is to apply that learn knowledge to real life. Teachers should do everything possible to create life situations so that students can use the knowledge and methods they have learned to study, explore and solve some simple practical problems. It can not only help students to improve their knowledge and understand its value, but also enhance their confidence in learning and applying mathematical knowledge. For example, after teaching the knowledge of "interest", I assigned the homework of "being a small accountant by myself", and asked students to go to the bank to find out the current interest rate, and then asked them to save their accumulated pocket money. What is the most cost-effective way to save? Students are extremely interested in such homework. In this series of practice of investigation, analysis, calculation and repeated comparison, students have a deeper understanding of interest rate and interest. Moreover, this activity can also be an ideological education for students not to spend money indiscriminately and realize the unity of teaching and educating people. For example, understanding the meaning of multiplication and division in fractional application problems is the basic knowledge to solve fractional application problems. For such basic knowledge, teachers should be willing to spend time on teaching and let students understand it deeply. For example, "My brother is shorter than my brother 1/6, and my brother is taller than my brother ()/()?" First of all, I ask students to express the meaning of problems (that is, conditions and problems) with line graphs or objects, and then list the formulas according to the meaning of fractional multiplication and division to get the results. On the basis of students' in-depth understanding of the quantitative relationship, I also asked them to further analyze and reason the students above the medium level and make the following associations: younger brother is shorter than older brother 1/6, older brother is taller than younger brother 1/5, younger brother is 5/6 of his height, older brother is 6/5 of his height, and younger brother is 5/ 16544 of the total. Nature satisfies students' thirst for knowledge, produces a strong voice of teaching and learning, and learns to solve problems in life practice.
Doing problems and cultivating logical thinking is the key.
Mathematics application problem teaching in primary schools is an important channel to cultivate pupils' logical thinking ability. The operation of mathematics application problem teaching in primary schools is complicated, mainly the comprehensive operation of addition, subtraction, multiplication and division. In the process of solving problems, clearing the thinking of solving problems is the premise of solving problems successfully, and the process of clearing the thinking of solving problems is the process of cultivating students' logical thinking. For example, Li Ming likes reading comics very much. He just bought a comic book recently. He reads 20 pages a day and finishes it in three days. Later, Li Ming lent Wang Qiang comic books. If Wang Qiang reads 15 pages every day, how many days can he finish it? Analysis: From Li Ming's reading of 20 pages a day and three days, it can be concluded that this book has 20×3=60 pages; Wang Qiang reads 15 pages every day, and it takes 60 days to finish reading this book. Through the examination, we can find that this is an applied problem about "sum", and the quantitative relationship is: minute-total-minute. According to this relationship, we can determine such a problem-solving idea: divide-always-divide. First, find out the total number of pages in the book. Secondly, according to the number of pages that Wang Qiang reads every day, we can find out the number of days that Wang Qiang studied. Therefore, teachers should pay attention to the cultivation of students' logical thinking ability in the teaching process of mathematical application problems in primary schools. To this end, at least two things must be done. First, guide students to clear up the thinking of solving problems and master the basic laws of solving application problems. The second is to cultivate students' logical thinking ability through the practice of application problems. For example, teachers can ask students to do practical exercises in class, and only ask students to tell their ideas for solving these practical problems, without requiring specific problem-solving operations for the time being, so as to concentrate on cultivating students' logical thinking ability and enable students to quickly form correct problem-solving ideas.
3. Strengthen the cultivation of students' reading ability of application questions.
In order to implement the goal of mathematics quality education and effectively improve the teaching level of mathematics application problems in primary schools, we must attach importance to mathematics reading. Let the students find out the quantitative relationship through reverse thinking after reading the questions. Because the solution of the same type of problem may be different, but the quantitative relationship is the same. For example, in the multiple application problem "Xiaohong's age is twice that of Xiao Qiang", you can write the relationship "Xiao Qiang's age× 2 = Xiaohong's age" through reverse thinking, and then choose the method accurately according to the relationship between the parts of the multiplication and division method without making mistakes. Second, pay attention to find out the key words in the problem. Keywords play a very important role in solving application problems. Students often don't notice the existence of a word in the process of solving problems, and make mistakes in the wrong topics, so students must be asked to circle the key words in the questions when reading. Develop a serious and careful reading habit. If there is such a question: Xiaoli and six children make 42 flowers, how many flowers does each person make on average? The key words of this topic are "Xiao Li and Liuzi". Students read carefully and know that there is an implicit condition that there are seven children, so the accuracy of the answer is improved. For example, Li Shifu plans to make 820 parts, which has been done for four days, with an average of 50 parts per day, and the remaining six days have been completed. How many parts are manufactured on average every day? The analysis method is to start with the problem and find the conditions to solve it. Namely: ① How many tasks need to be completed on average every day? We must know the remaining quantity and working days (6 days). (2) How much is needed? We need to know how much is planned to be produced (820) and how much has been produced. ③ How many pieces were produced? You need to know the number of days (4 days) and the average number of pieces made every day (50 pieces). In the review process, I pay attention to asking students to express the process of analysis and thinking in words. If a student can speak clearly, it proves that his thinking is reasonable. We should not only pay attention to the calculation results of students, but also pay attention to the analysis process of students' expressions.
4. Improve students' problem-solving methods
When solving problems, many students don't know how to solve them. When they meet a type that they have already practiced, they can't start from a new type if they can solve it. The reason is that students have not mastered the correct method of solving problems and blindly imitate them. Therefore, in teaching, teaching students the correct problem-solving methods is the key to students' flexible problem solving. The commonly used methods to solve problems are analytical method and comprehensive method. The so-called analysis method is to start with the problem of the topic, and what conditions should be known. If the conditions do not appear directly, ask this condition and what conditions should be known, and reason step by step until all the necessary conditions can be found from the topic. For example, on Arbor Day, Class 3 (1) planted 200 trees, and Class 3 (2) planted 20 more trees than Class 3 (1). How many trees did the two classes plant? Ask the students to dictate how many trees should be planted in two classes. According to the meaning of the question, which two conditions must be known (the number of plants in class three (1) and the number of plants in class three (2))? Which of the conditions listed in the question is known (planted in Class 3 (1)) and which is unknown (planted in Class 3 (2)), what should be found first (Class 3 (2) 200+20=220)? What do you want (how many trees are planted in two classes, 200+220=420)? Based on the known conditions of application problems, the synthesis method puts two related quantities together to propose what problems can be solved, and then selects two known quantities (the calculated quantities become known quantities at this time) to propose that the problems can be solved until the problems are solved. For example, guide students to think that the number of trees planted in Class 3 (1) is known, and Class 3 (2) has 20 more trees than Class 3 (1), then the number of trees planted in Class 3 (2) can be calculated (200+20=220). With this condition, Class 2 can be calculated. (200+220=420)。 Through the two solutions to the above problems, we can see that both analytical method and comprehensive method should combine the known conditions of application problems with the questions asked. The questions asked are the thinking direction, and the known conditions are the basis for solving problems.
In a word, application problem is an important part of primary school mathematics, the key and difficult point of primary school mathematics teaching, and also a kind of problem that students are prone to make mistakes in solving problems and applying. Learning and solving application problems can not only cultivate primary school students' ability to analyze and solve problems, but also benefit their future development.