Interim report on how to develop problem solving skills in middle and upper grade students

1.Students are encouraged to experiment, explore, and seek solutions to problems.

In order to enable students to seek ideas for solving problems through experimentation and exploration, and to form the ability to solve problems, teachers should do a good job in the following aspects. First of all, we should follow the cognitive laws of students, start from students' existing life experience, closely connect with the focus of reality, stimulate students' interest in learning and solving problems, and stimulate students' source of thinking and creativity. Secondly, it is necessary to provide students with a platform for growth, give more opportunities and time to show, so that they can fully try and explore the possibility of solving these new problems in the activities.

Third, students should be allowed to make mistakes in the process of trying and exploring. In fact, the student's mistakes are inevitable, and it is the intermediate ladder necessary to lead to a higher level of understanding. Teachers should be aware that students may gain deeper understanding and more awareness if they are allowed to explore and experiment with different things in activities.

2.Guide students to participate in teaching activities and experience the process of problem solving.

According to the requirements of the new curriculum standards, as the organizer of classroom teaching, it is necessary to study not only how to improve teaching methods, but also how to guide students' learning methods and guide students to actively and actively participate in teaching, rather than being led by the nose by teachers. In specific teaching practice, it is necessary to implement the principle of heuristics, teach students according to their aptitude, adopt flexible and diverse teaching methods, and provide opportunities for as many students as possible to participate in solving practical problems, so that students can gain a sense of success and experience the process of solving problems through the process of problem solving.

3.Strengthen communication and cooperation, and cultivate students' collaborative spirit of problem-solving.

In classroom teaching, communication and cooperation are important means to cultivate students' problem-solving ability. In the process of completing a learning task or solving a practical problem together, students can give full play to their respective advantages, argue with each other, help each other, prompt each other or cooperate in the division of labor, so as to achieve better benefits and best results. However, traditional teaching emphasizes more independent problem-solving and ignores cooperation and communication between students.

Under the new teaching concept, cooperation and communication are the embodiment of the student-centered. Cooperation and exchange should be integrated throughout the teaching and learning process. The interaction and collaboration between teachers and students, as well as between students, plays a very important role in the collection and analysis of learning materials, the self-feedback of the learning process and the evaluation of learning results.

When guiding students to engage in cooperative learning, teachers must pay attention to the dialectical relationship between handling and self-directed learning, and gradually cultivate students' collaborative spirit of problem-solving through communication and cooperation.

4.Actively reflect, objectively evaluate, and optimize the solution to the problem.

In the whole teaching process, teachers must actively encourage students to participate in the evaluation of classroom teaching, take students' reflection and self-evaluation as a part of students' problem-solving, and make evaluation an effective means to promote the formation of students' subjective consciousness and promote the improvement of problem-solving ability, so that students can walk with wisdom in reflection and self-evaluation, constantly surpass themselves, and achieve a qualitative leap in ability.

How to develop students' problem-solving skills?

1) Improve the quantity and quality of students' knowledge reserves.

help students retain knowledge firmly; Provide a variety of variants to facilitate the generalization of knowledge; Pay attention to the connection between knowledge and establish a network structure.

2) Teach and train problem-solving methods and strategies.

Combined with specific disciplines, teaching thinking methods; Externalizing ideas and teaching explicit (3) provides opportunities for a variety of exercises.

4) Develop the habit of thinking about problems.

Encourage students to take the initiative to identify problems; Encourage students to put forward hypotheses from multiple perspectives and analyze solutions to problems from multiple perspectives; Encourage self-evaluation and reflection, and (4) train students' thinking skills.

1. Cultivation of problem-solving ability.

There is often such a situation in teaching, students will not do a question when taking the exam, and the teacher will read the question when commenting on the test paper, and the key points will be emphasized, and then the student suddenly realizes: I will, but the exam is not going to think. This is actually a poor ability to examine questions, and the ability to examine questions is a kind of comprehensive ability, which not only includes reading, comprehension, analysis, synthesis and other abilities, but also contains non-intellectual factors such as serious, serious, and meticulous attitudes.

I think the following four aspects can be used to cultivate students' problem-solving ability.

Read the question carefully and have a preliminary understanding of the meaning of the question. Reading questions is the first step to understand the content of the questions and the beginning of cultivating the ability to review questions. It is necessary to cultivate students' habit of reading questions repeatedly, carefully, and thinking while reading.

When reading questions, students should be trained not to add words, not to miss words, not to read wrong words, and not to read broken sentences. Cultivate students' habit of reading questions independently to understand the meaning of the questions. For example:

Plant trees on both sides of a 100-meter-long road, one every 10 meters, for a total of ( ) trees. The word "both sides" is the focus of this question, and many students make mistakes because of this, and a large proportion of points are lost.

Carefully scrutinize the words, words, and sentences, and accurately understand the meaning of the topic, as language and writing are the links between the various relationships of the application questions, and also the obstacles to solving the problems. Therefore, the teaching of examination questions should be like Chinese teaching, so that students can understand the meaning of each word, word and sentence in the application questions, and cultivate students' reading ability in written language.

Ask students to describe the meaning: In order to improve students' correct understanding of the topic, when explaining the exercise, first ask the students to read the exercise and tell the students to repeat the meaning of the question after reading. Since every student may be asked to repeat the meaning of the question, the student reads very carefully.

When students repeat the question, they should close the textbook and express it in their own words. This method not only exercises students' language expression skills, but also improves students' ability to review questions, which can be described as killing two birds with one stone.

Find equality and inequality relations: After the implementation of the new curriculum, mathematics in life can be seen everywhere, not only functions, equations, but also in junior high school mathematics in the application of unequal relations are very many, when students review the problem, we must find the equal relationship and unequal relationship in the math problem, which is the premise of laying out equations, writing functions, and listing inequalities.

2. Strengthen the teaching of practical problems and improve students' pattern recognition ability.

In recent years, there are practical application problems in the mathematics test papers of the high school entrance examination, which poses a challenge to students' ability to analyze and solve problems Mathematical modeling ability is an important way to solve practical application problems and the cultivation and formation of core modeling ability is not and cannot be completed in a short period of time, and must be combined with specific content, systematic, targeted, and step-by-step.

In order to gradually infiltrate modeling ideas, we should cultivate them in a timely manner according to the connection between the mathematical knowledge learned and the practical problems. Hope to adopt.

1. Based on the new textbooks, pay attention to the connotation of the textbooks.

2. Pay attention to the teaching of general methods, and guide students to summarize and comprehend common mathematical ideas and methods3. Appropriately carry out training in open questions and new types of problems to broaden students' knowledge4. Pay attention to the review of problem solving.