How to develop the ability of primary school students to solve practical problems

1. Cultivate students' habit of rigorous examination and improve their ability to interpret mathematical problems.

In reviewing the questions, we should pay attention to seeing them accurately, distinguishing them clearly, pondering more, and scrutinizing them carefully.

When explaining the topic, the teacher should work hard to cultivate students' ability to review the problem, give students examples, guide students to read the question carefully, the topic can be looked back, and the students are required to maintain a deeper impression of the topic, throw away the original question to be able to basically repeat, and let the students figure out what the requirements of the topic are, what conditions are given, whether there are implicit or conditions that can be used after conversion, and what are the constraints or traps for solving the problem; Instruct students to be good at dissecting a problem, sort out and present all parts, factors, aspects, known and unknown of a problem in their own way, distinguish priorities, grasp the breakthrough of the problem, connect with relevant knowledge points, and inventory the ideas to solve the problem through in-depth study of the problem, so as to solve a mathematical problem well, so that students can realize that reviewing the problem is the key to solving the problem well, and develop the habit of seriously reviewing the problem. It also gradually improves students' ability to interpret mathematical problems, especially complex and difficult mathematical problems.

2. Solid basic skills, more than one example, and develop the habit of thinking for problem solving.

Language and thinking are closely related, and language is the shell of thinking and the props of thinking.

Language promotes the development of thinking, and in turn, good logical thinking leads to accurate, fluent, and well-thought-out language. In the practice of primary school mathematics teaching, many teachers only focus on "how to solve problems", but ignore "how to say problems (explain the meaning of the problem, explain the idea, explain the solution, say the test, etc.)".

It seems that it attaches importance to problem solving, but in fact, it ignores the basic skills of problem solving ability. Due to the lack of thinking habits and the cultivation of thinking quality for problem solving, students' problem-solving ability is only confined to the mechanical memory of tactics and rote memorization, which is contrary to the current quality education.

In addition, judging from the actual performance of students' problem solving, students' mistakes in problem solving are generally due to a lack of meticulous and thorough logical thinking and analysis. This is especially true when the volume of work is slightly larger.

From the perspective of teachers' teaching practice, in order to strengthen the training of students' problem-solving ideas, teachers often require students to write analytical idea diagrams or draw line segment diagrams in their workbooks. However, this work, on the one hand, is more difficult for primary school students, and on the other hand, because it is time-consuming and the students' persistence is not enough, it often has little effect.

Strengthen the "problem training" in classroom teaching, that is, the use of several training forms such as "positive and negative theory", "equivalent conversion theory" and "argumentative theory", so as to develop students' thinking habits of problem solving, so as to cultivate students' problem-solving ability and practice basic skills well.

Make more mentions and summarizes, summarize them into formulas, routine training, and just a few types of problems in elementary school

1. Let students understand the meaning of the question. 2. Classify the application questions. 3. Intensify the exercises.

Practice a lot and find a good teacher!