Analysis Of Applied Problems And Teaching Strategies In Junior Middle School Mathematics

In recent years,the application of mathematics has received unprecedented attention,mathematical word problems have been greatly developed in the process of basic education and teaching,at the same time,it has become an important problem in mathematics teaching.In the process of mathematics word problem teaching,students are not interested in this part of the content.Mathematical word problems are the focus and difficulty of middle school students' study.The compulsory education curriculum standard(2011 edition)clearly requires junior high school students to comprehensively use mathematical knowledge and methods to solve simple practical problems and improve their application awareness.Therefore,the students' application consciousness can be tested by investigating their ability of solving word problems.This paper mainly studies the following four questions:How is the ability of junior high school students to solve mathematical word problems? What are the main reasons why junior high school students make mistakes in solving word problems? In the past five years,what is the commonness of Chongqing mathematics word problems? What are the processes in which the propositional writer formulates mathematical word problems ? What are the effective teaching strategies to improve junior high school students' ability to solve mathematical word problems?Based on the above considerations,this paper investigates the actual teaching situation of teachers and students by means of literature research,questionnaire survey,case analysis and interview,and draws the following conclusions:(1)the scoring rate of junior high school students in math word problems is low,and relevant training and exercises need to be strengthened.(2)The results of questionnaire and interview show that the main reasons for the errors insolving mathematical word problems in junior high school students are as follows:students' lack of interest;Students life experience less do not understand the meaning;students cannot identify the type of question accurately;students' habit of learning math word problems is bad;The students are poor in arithmetic.(3)In the past five years,the word problems in Chongqing high school entrance examination mainly focus on three types: fill-in-the-blank,multiple-choice and solution.By comparison,it can be found that the word problems in the part of solutions are the main difficulties for junior middle school students to solve mathematical word problems due to their complex background and more knowledge points.Therefore,this paper mainly USES the application of the answer questions as the research object.The overall test of the knowledge points tend to be stable,from the point of view of knowledge,almost every year focus on the "unitary once inequality,unitary quadratic inequality,unitary quadratic equation" and other applications of knowledge points;From the difficulty of calculation and the difficulty of reasoning are relatively stable;From the perspective of modeling background,they tend to be close to the background of students' real life.(4)Word problem preparation process: determine the investigation model;To determine the subject background and investigation objectives;Determine the question data determine the question method assign points and establish scoring standards.It is found from the interviews with teachers that,in the teaching process,students should be given sufficient time to explore and reflect,and complete the process of solving problems through modeling,which is conducive to the cultivation of mathematical ability.(5)in teaching practice,the following teaching strategies should be adopted: reading ability training strategy;operational ability training strategy;pattern recognition teaching strategy;summarize teaching strategies.Teachers' teaching strategies should be different for different teaching contents.Therefore,this paper only conducts analysis and research on mathematical word problems in junior middle school,and does not conduct in-depth research on teaching strategies in other sections and other sections,which need to be further verified and considered.