Solving the problem with equation is a significant and difficult content in mathematics teaching in primary school. Meanwhile, it is also a heated topic among primary school mathematics teachers. The equation, which is calculated out the unknown number on the basis of a formula with letters, is an useful approach to solve mathsmatics problems. The application of the equation can be useful for solutions of numbers. It has been many years since the implementation of the new curriculum, however, the teaching skills of equation in solving problems still need to be improved.This paper conducted a comparison and analysis of three textbooks on Grade Five: the six years of compulsory education textbook published by Zhejiang Education Publishing House, the compulsory education curriculum standard experimental textbook published by the Peopleâ€™s Education Publishing House of and compulsory education textbook published by the Peopleâ€™s Education Press. It is found that the teaching premise, teaching principals and teaching subject in these three textbooks are highly consistent. However, there are some inconsistencies in the calculation method, content arrangement and content integration of solving problems, especially for the unknown number as meiosis or divisor equation.Therefore, primary school mathematics teachers mainly focus on the meaning application basic teaching of equation. Due to the differences in these three materials, this paper conducted a research with students in Grade Five in 2013 and 2014 and teachers with five-year teaching experience as subjects. It is found that there exists three problems in Solving the problem with equation: the following three grade two students and grade five teaching experience, found that the problem of solving the problem: first, students have some difficulties in solving problem from calculation to algebra; second, the capability of students in finding the equation realtions is weak; third, students have some difficulties on solving equation.Based on the materials and current situation ofstudents and teachers above, the following several teaching strategies are drawn: first, contrast application, highlighting the advantages of the equation. Second, the cultivation of consciousness, paying more attention on the basis of the equation. Third, multipronged teaching, exploring equation realtions. Fourth, balance the old and new, increasing the number of methods on equation solving. Fifth, multiple evaluation, stimulating studentsâ€™ emotion. In the first strategy, the advantages of the equation are highlighted according to the comparison of the problem group and the method of the same problem. In the third strategy, the ability to improve studentsâ€™ searching for the equation realtions is improved by the combination of the key words, the morphology, the formula, the number of relations and the number of methods. In the fifth strategy, the students are evaluated in two waysâ€”mutual and self evaluation. In this way, the teaching of solving problems is no longer a difficult problem for teachers. Meanwhile, it is no longer a stumbling block for students. |