First, pay attention to stimulate students' interest in solving problems and improve teaching efficiency.
Shakespeare once said: "knowledge can only benefit if it conforms to one's own interests." This shows the importance of interest to students' learning. Interest is the best teacher for students to learn, the starting point for seeking knowledge and the basic motivation for learning and understanding things. The new curriculum reform emphasizes that primary school mathematics teaching should be people-oriented, and classroom teaching should pay attention to students' personality development, interest cultivation and comprehensive ability improvement, so that students can feel happy in learning and seek knowledge in happiness. The same is true of our primary school mathematics application problem teaching, which also needs students' interest in solving problems as a support to provide learning motivation. Therefore, in primary school mathematics teaching, if we teachers want to effectively implement and carry out the teaching of applied problems, we should actively combine the students' learning reality, characteristics such as students' personality and hobbies, and the actual needs of teaching, and fully tap the interesting factors existing in teaching and stimulate students' interest in solving problems, so as to guide students to actively participate and change "I want to learn" into "I want to learn". There are many ways to stimulate students' interest in solving problems. In teaching, teachers can use multimedia to intervene in the classroom, and use multimedia-assisted teaching forms such as text, sound, image animation and video to create fascinating "best psychological state" situations, so as to mobilize students' learning enthusiasm, initiative and curiosity, thus stimulating students' interest in solving problems. In addition, teachers can choose math problems that students are interested in from the life scenes and fairy tales that students are familiar with, so as to stimulate students' interest and motivation in learning.
Second, teach students skills and methods to solve problems and cultivate their ability to solve problems.
As the saying goes, "it is better to teach people to fish than to teach them to fish." Mathematical knowledge is about flexible use, not rote learning, so methods are particularly important. Therefore, in the teaching process of mathematical application problems in primary schools, we teachers should not only stimulate students' interest in solving problems, but also pay attention to teaching students the skills and general methods of solving problems, so that students can fully grasp the general process of solving problems and cultivate their ability to solve problems. For problem-solving skills, reading questions and solving problems are the basis, analyzing quantitative relations and choosing algorithms are the key, and listing formulas and calculating are the most important. In order to let students master these keys effectively, in teaching, our teachers should first guide students to learn to examine questions. That is, students should be able to understand the language correctly, understand the quantitative relationship, understand the implied conditions of the topic and so on. Secondly, we should guide students to learn to analyze topics. That is to say, under the premise of "examining questions", we can analyze the quantity in the questions, find out the relationship between quantity and quantity by using charts, and explain the meaning expressed by numbers in the questions. Third, guide students to master the general skills of formulas and calculations. That is, according to the requirements of the topic, the corresponding formula is listed, and calculation is to solve the formula, which requires training students' calculation ability, including mental calculation, oral calculation and written calculation. Finally, we should guide students to learn to take exams and answer questions. That is, check the calculation results in the topic or in life to see if the results conform to the meaning of the topic and the law of life. Only after the test is correct can the problem be solved. There are various application problems, but the ideas to solve them are basically the same. As long as students master certain methods and skills, they will solve problems accurately and quickly.
Third, cleverly set questions to guide students to explore learning independently
Paulia, a modern educator, once said: "The best way to learn any knowledge is to discover it by yourself, because this discovery is the most profound and the easiest to grasp the internal laws, essence and connections." We also know that real mathematics learning is not a simple acceptance and accumulation of external knowledge, but an active construction of disciplines. Therefore, it is particularly important to skillfully set questions and guide students to explore and learn independently in the teaching process of mathematical application problems in primary schools, which is the fundamental way to distract students' thinking and cultivate their problem-solving ability. Therefore, in teaching, our teachers should provide students with sufficient time and space for independent inquiry learning, skillfully set questions and guide students to actively explore learning. For example, in Class One, Grade Six, today's softball throwing training is divided into two groups according to gender, 30 boys and 20 girls, and the teacher has prepared 20 soft balls. How do you think to distribute soft balls is more reasonable? Let the students think about the strategy of distributing softball independently, and then guide the students to ask: How many softballs are distributed by boys and girls? This can not only avoid the rigidity of students' thinking, but also train students' thinking ability and improve teaching efficiency.
Fourth, contact with life to deepen students' cognition.
Knowledge comes from life and is also applied to our real life, especially the math application problems in primary schools. Basically, we can find examples in our lives. Therefore, in the teaching process of mathematics application problems in primary schools, we teachers should also pay attention to the connection between teaching and real life, actively start with familiar life situations and things of interest, and provide students with opportunities for observation and operation, so that they can have more opportunities to learn and understand mathematics from familiar things around them, deepen students' cognition, and make them realize that mathematics is around them and feel the interest and role of mathematics. For example, "The ticket price of a tourist attraction is: adult 80 yuan and child 30 yuan, so how much does Xiaohong need to travel to the scenic spot with her sister, father and mother?" Teachers can combine this with students' travel experiences, so that students can imagine travel scenes, recall life practices and transfer knowledge, and then complete such a topic. Through such guidance, life cases appeared in the classroom, which enhanced students' emotional experience, deepened students' cognition and cultivated students' ability to solve practical problems.
Conclusion: It is a long-term process to improve the teaching efficiency of mathematical application problems in primary schools and cultivate students' problem-solving ability. In teaching, we teachers should accurately grasp the teaching direction of practical problems, constantly sum up, research and innovate teaching methods, and formulate scientific and reasonable teaching methods, so as to promote students' ability to solve practical problems.