Primary School Mathematics Third-level Problem Solving Teaching Research

In recent years,with the reform of curriculum and the revision of curriculum standards,the concern of primary school mathematics for problem solving in China is increasing.However,in the primary school mathematics classroom,the problem solving teaching has not been paid enough attention.This difference will have an impact on the students’ learning.It is necessary to carry out the research on the problem solving teaching.Therefore,this article selects the "year,the month and the day" of the third unit "time content" of the first semester of the first semester of the Shanghai teaching edition of primary school mathematics in the first semester of three grade.In this study,the second chapter of the test method,literature research method,interview method and use case analysis method is described.At the same time to test,interview and case citations in detail.This study combines interviews and lesson analysis methods to analyze the problems related to students’ teaching,and puts forward relative teaching strategies.In order to improve the efficiency of teachers’ problem-solving teaching and optimize their problem-solving ability.The third chapter is mainly based on the results of research methods.During the research process,we found that there are many problems in the teaching of time content problems.This chapter mainly summarizes the problems arising from the teaching of time content,and analyzes the impact of problems.Aiming at the problems in education and teaching,relative strategies are put forward in the fourth chapter.Through the use of these strategies to change the teaching,the part of the students in the class were intervened,the test was carried out again,and the effectiveness of the teaching strategy was verified with the help of the feedback in the classroom and the retest.The last chapter of this study is a summary of the application of the strategy.Combined with the study of time content problem solving teaching,we can draw the following conclusions:(1)The classification of the problems makes the problem solving teaching orderly.(2)The complete expression of the target makes the problem solving teaching concrete.(3)The integration of practice makes the problem solving teaching effective.(4)Proper representation makes problem-solving teaching easy to understand.The teaching of problem solving is not only related to the other content,but also is different.Putting questions into categories,teaching objectives,integrating exercises and proper representation are the key points to improve the efficiency of problem-solving teaching,while primary school mathematics teachers often neglect their importance.At the same time,we also put forward the shortcomings of the research and the prospect of the follow-up research.