编发这组关于“应用题教学”的文章,缘于两个原因:一是孙鹏国老师的《边远牧区小学数学应用题教学的调查与思考》。从事数学学习与研究多年,我知道应用题学习是学生学习数学的一个重要环节,感觉是能够轻松学好的。可通过孙老师的调查与思考,我才发现,重点是不假,却也是一个难点。简单应用题尚可,复杂应用题正确率最高才19%,多么可怜的数字。为什么会出现这般情形,是学生不认真学,是教师不用心教,抑或是教学方式欠妥当?二是几位同事、朋友常就孩子的一些较复杂应用题与我探讨。他们中,有的大学毕业,有的曾任过数学教师。然而,孩子的问题在他们那里,要么思路高深复杂,要么不明所以,做来做去,最后连他们自己也糊涂了。他们原来都是学而优,一路过关上了大学,然后又为人师,教人学习应用题,可现在自己又不会了。难道应用题已不似往日,变难了?就小学数学教学而言,应用题教学既是重点,又是难点。然而如何重视,怎么攻克难点,做到既使教学过程顺畅,又使学生学得轻松,掌握得牢固。这成了一代又一代数学教师反复求解,而过程总有纰漏的“应用题”。“应用题有一定的情境”,“解应用题有一定的思维过程”,“解应用题关键是搞清数量关系”……提起应用题,教师们众说纷纭。应用题教学总不尽如人意,问题到底出在哪里?究竟 The compilation of this group of articles on “Applied Teaching” is due to two reasons: First, the survey and thinking of the teaching of math application problems in remote pastoral primary schools by Professor Sun Pengguo. Engaged in mathematics learning and research for many years, I know the application problem learning is an important part of the students learning mathematics, the feeling can be easily learned. Through the investigation and thinking of Sun, I found that the key is not false, but it is also a difficult point. Simple application questions are acceptable, the highest accuracy of complex application questions was only 19%, how poor the figures. Why is there such a situation that students do not study hard, teachers do not have to teach, or teaching improperly? Second, several colleagues and friends often discuss some of the more complex problems with their children. Some of them graduated from universities and some former math teachers. However, the children's problems are in them, either with complicated ideas or unknown reasons, so they do it, and finally they are confused. They used to be good at everything, pass through the university all the way, and then as a teacher, teach people to apply the problem, but now they will not. Is the application of the problem is not like the past, more difficult? For primary school mathematics teaching, the application of teaching is not only the focus, but also difficult. However, how to attach importance to how to overcome the difficulties so as to make the teaching process smooth and make students learn easily and firmly hold. This has become a generation after generation of mathematical teachers repeatedly solved, and the process is always flawed “problem.” “Application problems have a certain situation,” “solution application problem has a certain thinking process”, “the key is to find out the relationship between the number of applications” ... ... raised the application questions, teachers have different opinions. Application problem teaching is not always satisfactory, the problem in the end where?