Teaching Strategies In Primary Mathematics Simple Application Questions

Simple mathematical word problems is one-step calculation of the practical problems. It is the beginning of mathematical word problems teaching in Primary. Simple mathematical word problems teaching is very important for students'problem-solving ability and the quality of students'mathematical thinking. First, collate and analyze existing research, and make the literature review, and define the concept of simple mathematical word problems and teaching strategies. Then, investigate and analyze the simple mathematical word problems teaching situation, and find the following problems:Ability to pre-trial title is insufficient. Capacity of analyzing the relationship between the number is poor. Computing power needs to be improved. Mathematics application ability is deficient. Self-evaluation capacity is weak. View of the above status quo, based on the mathematics cognitive development characteristics of primary scholar and simple mathematical word problems'features and functions, form the following teaching strategies:First, the preparation strategies for simple mathematical word problems teaching, including guide primary school students to use quantifier properly; Look at the picture to write formula, and train the ability of oral mathematical word problems; pay attention to cultivate question awareness of the pupil; Contact operator reasonable to improve primary school pupil's calculation skill. Second, strategies for developing ability of solving problems, including improve the observation ability; Read questions aloud to grasp the overall meaning of the questions; Tactile learning, change the abstract to concrete; Clarify computational theory, and understand the relationship between the number; Comprehensively improve problem-solving ability through variety of thinking training. Third, strategies for developing students' ability of applying mathematics, including change view, and guide students to look at problems from a mathematical point of view; Set context, and enable students to experience the mathematical problem in life; Compile problems training, fully play students' subjective roles. Fourth, strategies for developing students' ability of self-evaluation, including guide students to review the process of thinking, and develop a habit of reflection; Organize students to discuss, learn from each other and make progress together.