Three-dimensional learning guidance teaching method is put forward to promote students' autonomous learning under the guidance of teachers. The teaching of mathematical application problems is an important link in primary school mathematics teaching. How to inspire and guide students to learn applied problems in mathematics teaching in the third grade of primary school and promote students' autonomous learning? This paper aims to inspire and guide students' good habit of examining questions and promote students' autonomous learning. Enlighten and guide students to correct the steps of solving problems and promote students' autonomous learning; Enlighten and guide students to contact with real life and promote students' autonomous learning. Three-dimensional learning-guided teaching advocates promoting students' autonomous learning under the guidance of teachers. Mathematics application problem teaching is an important link in primary school mathematics teaching. Vivid and interesting application problem teaching in primary schools can not only cultivate primary school students' interest in learning, but also gradually exercise their abstract thinking ability. As a math teacher in the third grade of primary school, I have some experience and superficial understanding on how to use the teaching concept of three-dimensional introduction to improve the independent learning ability of primary school students' application problems.
Because of poor abstract generalization ability, primary school students often don't make a substantive comprehensive analysis of the topic, but a single connection rather than operational analysis, and answer in isolation according to some superficial external factors in the topic; Following the mechanical connection, according to the fixed habitual thinking and applying familiar methods, the calculation set is formed, and the thinking cannot be flexibly transferred with the change of the nature of the topic; Thinking can only be pushed from the original condition to the result with the development order of things that come into contact with in life, but not from the result to the original condition; Lack of logic in thinking, unable to carry out coherent analysis and comprehensive activities on topics, and easily distracted by the plot; Thinking is easy to be hinted by the outside world, and it is impossible to correctly test your calculation results and your thinking process according to the essential connection of the topic. Therefore, in the teaching of primary school students' mathematical application problems, teachers should first inspire and guide students to master the structure of the problems, and then let students understand the specific quantitative relationship of the problems according to the actual life, and then choose the correct operation method before calculating the results. This can not only arouse students' learning enthusiasm, but also cultivate students' autonomous learning ability and lay a solid foundation for future study. Specifically, it is necessary to achieve "three inspirations and three promotions":
First, stimulate and guide students' good habit of examining questions and promote students' autonomous learning.
The difficulty of application questions depends not only on the amount of data, but also on the complexity of plot interweaving and the quantitative relationship of application questions. At the same time, the narrative in the topic is written language, which will make it difficult for primary school students to understand, so the first link and premise to solve the problem is to understand the meaning of the topic, that is, to examine the topic. Therefore, teachers must inspire and guide students to develop good habits of examining questions. A good habit of examining questions, first of all, must be able to read questions, and must be careful. By reading, they hope to master what is said in the question and its content. This is what we often call the application problem condition. What is the result? This is a question. What questions must be asked to find out what the given conditions are? We should not only think while reading, but also use simple physical diagrams or line segment diagrams to help us understand when necessary, so as to simplify and concretize the contents or abstract concepts that are difficult to understand in the topic, and put the abstract things in front of us, so that students can easily understand and master the meaning of the topic and promote their autonomous learning. For example, there is a question in the math textbook of the third grade of primary school: there are 24 chickens, and the number of ducks is twice that of chickens. How many chickens and ducks are there? Which data in the question is directly related to the question and which is not? If you add a simple line diagram to help analyze on the basis of reading and thinking, it will be easier for students to know what the conditions are and what the required questions are, otherwise it will be difficult for some students with poor abstract concept ability to understand. Practice has proved that students can't solve an application problem, often because they don't understand or understand the meaning of the problem thoroughly. Once you understand the meaning of the problem, its quantitative relationship will be clear. So from this perspective, inspiring and guiding students to understand the meaning of the problem is equivalent to completing half the task of solving the application problem.
Second, inspire and guide students to solve problems correctly and promote students' autonomous learning.
Generally speaking, the problem-solving steps are only carried out when studying compound application problems, but at the beginning of application problem teaching, we should pay attention to inspiring and guiding students to answer application problems according to the correct problem-solving steps, and gradually develop good habits, especially the habit of checking and writing answers.
Whether a question is done correctly or not, students should be able to self-evaluate, strengthen the right and correct the wrong feedback, which is actually a process of reasoning and argumentation. The completion of the column calculation only solves the problem of "how to answer", and the reasoning argument solves the problem of "why to answer like this". However, many primary school students are not good at the transformation from known quantity to unknown quantity, and sometimes they can't find out obvious mistakes because of the limitation of life experience. Therefore, it is necessary to inspire and guide students to check, such as: connecting with reality, transforming problem conditions and so on. It can also be done by teachers and students together, then transferred to students under the guidance of teachers, and finally developed into students' independent completion.
In teaching, students often encounter the phenomenon of not paying attention to writing answers, but only writing "how much". The answer is actually very important, and it is the end of one thing. We emphasize a good beginning and a good ending, which is a complete thing. We should have a happy ending like work. So students should not only pay attention to writing answers, but also learn to write answers.
Third, inspire and guide students to connect with real life and promote students' autonomous learning.
"Mathematics Curriculum Standard" emphasizes the connection between mathematics and real life, and adds "making students feel the connection between mathematics and real life" to the teaching requirements. It not only requires that the choice of application problems should be closely related to students' real life, but also requires that mathematics teaching should start from familiar life situations and interesting things, provide them with opportunities for observation and operation, and let them have more opportunities to learn and understand mathematics from familiar things, realize that mathematics is around, and feel the interest and interest of mathematics. Therefore, in the teaching of mathematical application problems, teachers should be good at inspiring and guiding students to contact with real life, making the plot of application problems as close as possible to students' real life, and expanding the contact range with reality beyond the content of application problems, such as adding interest calculation, insurance and tax payment to percentage application problems, so as to improve students' ability to solve application problems independently.
For example, Class 3 (1) is going to plant trees today, and it is required to plant trees in two groups, a group of boys and a group of girls. The teacher prepared 40 seedlings. What do you think is reasonable? Students put forward two opinions: one is the average score, that is, boys and girls are assigned the same number of saplings; Second, according to the number of people, that is, more people and more saplings, fewer people and fewer saplings. Get knowledge through discussion and argument: it is more reasonable to score according to the number of people. Then inspire and guide students to ask questions: how many seedlings do boys and girls get? Of course, there is still a lack of conditions for the number of boys and girls in question. Through this design, students feel that the problems they face are really their own problems, thus generating the desire to solve problems, actively participating in exploration and seeking solutions to problems. Another example is to find the difference between two numbers: "The school has raised 12 white rabbits and 7 black rabbits. How many white rabbits are more than black rabbits? " Let the students put out 12 "white rabbits" and 7 "black rabbits" first, so that the "white rabbits" and "black rabbits" correspond one by one. Then inspire and guide students to say that white rabbits are compared with black rabbits; There are many white rabbits and few black rabbits; The white rabbit can be divided into two parts. From 12 white rabbits, we know that there are as many white rabbits as there are black rabbits, and the rest is that there are more white rabbits than black rabbits, which should be calculated by subtraction. Through this operation and analysis, students can form a representation of the quantitative relationship between the larger number and the smaller number in this kind of application problems in their brains, understand why subtraction is used, and thus improve their autonomous learning ability in analyzing and solving application problems.
Mathematics is a kind of culture. In a sense, mathematics education is the education of life. In primary school learning, mathematical application problems are one of the ways to cultivate students' quality and innovative consciousness. Therefore, the teaching of mathematical application problems should be applied in real life. Although the national conditions in China make it impossible for us to change the examination system of "one recruit for life" in a short time, we should start with improving the quality of the whole people. Our goal is to make students like mathematics, let students consciously learn mathematics, let different students learn different mathematics, and let mathematics appear in our production and life, ranging from astronomy, geography, environmental protection and ecological balance to interest rate calculation and ancient prescription determination, and find its application in mathematics. To achieve these goals, teachers are good at inspiring and guiding.
In short, from the development of mathematics application problem teaching, the application problem teaching in primary schools is the basis of the whole application problem teaching. How well students grasp the structure, basic quantitative relationship and problem-solving thinking method of application problems at this learning stage will directly affect their future study of application problems, so they should be good at inspiring and guiding students to learn mathematics application problems independently.
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The innovation of mathematics teaching methods in the third grade of primary school is of great value for creating efficient classrooms. In teaching practice, we should innovate from the aspects of classroom rhythm, teaching situation and teaching design, so as to improve the teaching efficiency and quality in an all-round way and serve the primary school mathematics classroom teaching. In the mathematics classroom teaching of the third grade of primary school, we should insist on using innovative ideas to serve the teaching, fully mobilize students' learning enthusiasm, guide them to taste the fun of learning, let them cultivate and exercise their personal hands-on and brain ability and mathematical thinking in the process of mathematics classroom learning, and actively cooperate in the innovative classroom to realize the all-round improvement of personal mathematics quality. The following is a brief discussion on the innovation of teaching methods in mathematics teaching in the third grade of primary school.
First, relax the rhythm.
The third-grade students in primary school are different from the senior children, and their learning thinking is mainly perceptual cognition. In math class, they tend to be distracted, fighting and lively. In classroom teaching, teachers should be good at grasping the teaching rhythm, do a good job of relaxation, organize teaching contents and activities in combination with the psychological and behavioral characteristics of primary school students, attract students' attention and stimulate their interest in learning by reasonably adjusting the teaching rhythm, realize the complementarity in mathematics teaching and comprehensively improve the quality of classroom teaching.
At present, a math class is basically 40 minutes. In view of the short concentration time of junior high school students, teachers should quickly use various interesting methods to attract students' interest and start teaching before teaching. In the teaching process, they should reasonably allocate the important and difficult points, compress the main knowledge to 15 minutes to complete the teaching, and help students consolidate their knowledge, extend and exercise their ability by interspersed with various questions, tasks or teaching activities in the rest of the time. For example, when studying the chapter "conversion of time and Computing", teachers can use riddles about time units to introduce them quickly, or show an intuitive surface model for students to observe. Through the observation and analysis of different hands, let them know the meaning of seconds, minutes, hours and other units and the conversion relationship between them. After guiding students to make relevant calculations, teachers can organize some cooperative inquiry activities applied to the conversion of time units, so that students can gain knowledge and differences in problem-solving practice.
Second, create interesting teaching situations
For the third grade students, there is no clear learning thinking. Teachers should arouse students' learning interest and enthusiasm by creating interesting teaching situations, improve teaching quality by using students' autonomy, and better master all kinds of knowledge by stimulating students' learning motivation, so as to cultivate and exercise students' comprehensive mathematical qualities such as personal thinking and ability.
For example, when studying the chapter of "Addition and subtraction of two digits", in order to help students better understand and calculate, teachers can provide a variety of interesting introductions, and combine various situations that students are familiar with to arouse their enthusiasm for active exploration and practice. For example, organizing students' daily consumption practice into various interesting activities for simulation and demonstration, or letting students share some interesting experiences of adding and subtracting two digits in daily life, and obtaining different emotional experiences and knowledge application experiences in various situations through on-site simulation, practical operation and interesting summary is of great significance for deepening students' perception and application of mathematical knowledge and helping to guide students to form long-term interest in mathematics learning. When learning division, the teacher asked the students to explore the specific situation of the class size, such as what it is like to be divided into four groups, five groups, six groups and seven groups. By providing specific situations, let students actively think and explore the application of two-digit division, and master the relevant laws of division through this specific exercise to realize the application of mathematical knowledge.
Third, the problems in design teaching
In the third-grade mathematics classroom teaching, teachers should encourage students to think actively and explore independently by cleverly designing various questions, so that students can use their personal curiosity and thirst for knowledge to solve various mathematics problems, gain the pleasure of mathematics learning in the process of answering questions, gradually establish personal learning confidence, and realize the creation of interesting and efficient mathematics classrooms. When designing questions, teachers should pay attention to improving the gold content of the questions, so that students can practice and think with their brains to the maximum extent and realize the improvement of teaching quality and efficiency.
For example, when learning the calculation of the perimeter of a square and a rectangle, the teacher's problem design can start with their graphic characteristics and highlight the similarities and differences of the side lengths of the two graphics. For example, "Is there an easier way to calculate the perimeter of a rectangle? If the perimeter of a rectangle is equal to the perimeter of a square, what will happen to the side length of the rectangle? " Let students explore some simpler algorithms or interesting calculation experience, guide students to think and explore through clever questions, stimulate students' mathematical thinking, cultivate logical thinking, and master mathematical knowledge efficiently under the guidance of personal innovation consciousness and exploration and practice ability. When students learn the knowledge of length unit and conversion, teachers can design some interesting questions to guide students to think, for example, what unit is used to express the thickness of coins, the length of green onions, the length of school playground and so on. Through these questions, students can gradually establish an accurate understanding of length units. On the basis of understanding the concept of different units, students can deepen their understanding of this knowledge point by practicing the conversion of length units, such as how to express the thickness of textbooks and teaching materials in different units, how to describe the height of desks in multiple units, and how to describe the height of students in several ways. Through this inquiry practice, students can further master the application of this knowledge point and achieve the purpose of improving their knowledge mastery.
To sum up, the innovation of mathematics teaching methods in the third grade of primary school should be based on students' learning psychology and needs, and on the basis of reasonably grasping the teaching rhythm and creating interesting situations, cooperate with skillfully designed mathematics problems to cultivate students' ability and quality, so as to build an efficient classroom of primary school mathematics in an all-round way.