The Research On Resolving Obstacle Of Elementary Fraction Applied Problem

Applied problem is an important component of the elementary mathematics, is also one of the questions which are mainly inspected and reflect the discrimination in the exam. In a manner of speaking, the stand or fall of primary school mathematics result depends largely on the solution situation to solve the applied problem. The new curriculum standard has desalted the classification of the applied problem, and changed the previous idea of applied problem teaching to problem solving mainly. Under the calls of the new curriculum reform and the quality education, the applied problem teaching has suffered an unprecedented shock; the Students’ ability to solve problems to solve has been falling, especially for the fraction applied problem.Fraction applied problem is the mathematical problem that represents with language, words, Contains scenarios and need to use the relevant fraction knowledge to solve at the same time. Compared with other types of applied problem, fraction applied problem appears more abstracter, its solving method is also unique. Therefore, when the primary school students solve the fraction applied problem, there will be hard to avoid the difficulties. In addition, the elementary students’ability to solve fraction applied problem will affect the follow-up study of middle school. So discussing the obstacle to the problem solving, analyzing the causes of the problem solving obstacles and preliminary exploring corresponding solutions, is the purpose and main research problems of this paper.In order to carry out the research subject, base on reference to the analysis of large amounts of relevant theories and research literature books, the author has used the method by questionnaire and test volume testing, and with the work analysis and classroom observation for research. For analysis of the text and the data, the author classifies and analyzes problem solving obstacles of the primary school students mainly from fraction applied problem of itself characteristic, the students’ thinking cognition and the teacher’s teaching method the three levels. This research takes six different levels of primary school students in Chongqing beibei as the research object. After comprehensively using the literature study, questionnaire survey method, test paper test, works like classroom observation analysis and implementation of research, the author receives the conclusions obtained as follows:1. The Pupils’study present situation of fraction applied problem is:(1)The students who are good at math and the ones who are bad at math have differences among the study interest, the study confidence and the problem-solving perseverance. Compared with the better ones, poor students are lack of interest, confidence and problem-solving perseverance in learning;(2) Most of the students think that the learning of fraction applied problem is meaningful. For them, the most difficult topic is about the fraction applied problem of solid geometry.2. The pupils’main obstacles to the fraction applied problem solving are:(1) The obstacle of the operation of calculation;(2) The obstacle of the reading comprehension;(3) The obstacle of the structure relation;(4) The obstacle of the learning transfer;(5) The obstacle caused by teachers’ improper teaching methods.Based on the investigation and study, the related theory knowledge and the author’s own teaching practice experience, analyze the following cause of obstacles and preliminary explore corresponding solutions:1.Cause analysis:(1) The transformation of the notion of calculation, the characteristics of the calculation of fraction applied problem itself;(2) The topic background material is unfamiliar, the barriers of term understanding and language transformation;(3) The teaching to ignore the teaching concepts, the error characterization strategy of mathematical problem;(4) The negative effect of thinking set, the difficulty producing of positive transfer;(5) Teachers’ teaching method is old, rigid, just drive plan and ignore the teaching quality;2. The teaching countermeasures:(1) To strengthen the teaching and training of the fraction applied problem calculation; (2) To encourage students to play more extracurricular math books of reading, increase the term knowledge backup and pay attention to the cultivation of transforming ability of language;(3) Value the mathematics concept teaching, to form the correct characterization strategy of applied problem;(4) Appropriate variable type teaching and training, to optimize knowledge structure;(5) To improve teaching method, reasonable planning the arrangement of teaching process.This study focus on the analysis of the cause of problem solving obstacles and the discussion on teaching strategies. The author hopes that through the analysis of the causes and the suggestions of the teaching strategies, Can effectively reduce the obstacles of the students’ problem solving, so as to improve the ability to solve problems.The new ideas of this research:(1) From the existing literature, the study about the problem solving obstacle is not much, the study for the fraction applied problem is even less;(2) From the research method, this study comprehensively using a variety of methods, this is rare in other similar study;(3) In the past research on the obstacles of problem solving, the researchers analyze obstacles mostly from the students’ themselves and the characteristics of applied problem itself, and this research increases teacher’s factors, the sums appear some more comprehensive.These shortcomings of the study:Because the researcher is restricted by some of the subjective and objective conditions, this study is hard to avoid some limitations and weaknesses. After constant reflection, the author thinks the biggest limitations of this paper are from her students’ identity. Because the writer is still a student at school, the practice experience is insufficient and objective conditions are not allowed, she can’t put forward the countermeasures of teaching to the practice verification, this is one of the shortcomings in the paper. On the other hand by the influence of the author’s researching level and the depth of the theory, especially the lack of psychology knowledge, this paper is short of certain theoretical depth.