The cultivation of mathematics reading ability has been neglected. Even if there is reading, it is still drawing important formulas and laws to read, and reading is very light. Even some math classes don't use math books from beginning to end. After the teacher patiently explained, let the students open their math books and do the exercises above. Math books only play the role of exercise books. Over time, students' mathematics reading ability can not be developed, resulting in a single structure of students' reading ability, a single learning style and a situation in which their subject literacy can not be developed. Next, I will talk about the application of mathematics reading in classroom teaching from four aspects: reading theme map, reading examples, reading key sentences and exercises.

First, read the theme map.

Theme map is a major feature in primary school mathematics textbooks. Basically, each unit has a topic map, and each example is equipped with a topic map. These thematic maps are derived from life, and they are the reappearance of familiar life situations, which invisibly broaden students' psychological acceptance space for new knowledge and strengthen the integration of students and new knowledge.

1. Observe while reading

The theme map is carefully designed by the editor, which is closely consistent with the teaching objectives of the unit or class. If you don't look at the picture carefully, you won't realize the rich connotation of the theme picture.

For example, in the first volume of the mathematics edition, when the teacher teaches the first lesson "Counting", he first shows the scene map of 2 ~ 3 pages of the textbook and asks the students: Where is the picture? Please tell your deskmate what you see in the picture by numbers. For primary school students who have just entered the school, what they are concerned about is definitely not the one-to-one corresponding numbers, but the vivid pictures. Therefore, teachers emphasize the use of "numbers" to guide students to understand the one-to-one correspondence between numbers and things. Then let the students say it in numerical order, and with the students' answers, stick the pictures and the corresponding digital cards on the 4 ~ 5 pages of the textbook in turn. Topic map contains rich connotations, which is a qualitative leap from disorderly counting to orderly observation. Students can realize that the idea of one-to-one correspondence in mathematics is based on looking at pictures.

2. Stimulate reading interest

In the classroom introduction, if we can make full use of students' intimacy with the theme map and stimulate students' inquiry psychology, we can often form a good learning activity driven by "self-need".

For example, the content of textbook V P28 "0 divided by any number other than 0 to get 0" can be introduced by students' psychology of listening to stories: Please open the book and "read" a story of "Pig Eight Rings Eating Watermelon" and tell the story with two formulas. Then let the students explore the latter formula "0 ÷ 3 =". Stimulating students' interest in learning in reading pictures is to turn learning into students' own business.

Second, read the examples.

Old Mr. Ye Shengtao said: "Teaching is for not teaching." Cultivating students' ability to read independently is to cultivate students' ability to learn mathematics independently. Teachers' guidance and explanation are almost the only way for students to get the idea of solving problems, and students' personalized learning can not be developed, so reading examples is the first step for students to develop their autonomous learning ability.

1. Understand by "reading"

If students read examples according to the habit of reading Chinese or novels, they can't go on reading, gulp down dates and lack thinking. Mathematics textbooks need intensive reading to understand the meaning of the topic and the real intention of the editor.

For example, the example of P33 multiplication exchange rate in the eighth volume of the textbook:1* * There are 25 groups, with 4 people in each group responsible for digging holes and planting trees, and 2 people responsible for lifting water and watering trees. Each group should plant 5 trees, and each tree should be watered with 2 buckets of water. How many people are in charge of digging holes and planting trees? Because the topic is a bit long and there are many disturbing figures, many students solve the problem immediately without clearing their minds at all, and the results are full of mistakes. At this time, you can use the topic map to guide students to read the topic again. After reading the first sentence, think about it before reading the second sentence. Students finally understand the meaning of the topic while sorting out their ideas while reading it. Sometimes students don't lack the ability to solve problems correctly, but the patience to read the real meaning of problems, so it is very important to cultivate students' habit of reading problems.

2. Please compare "reading"

Everyone's growing background and thinking characteristics are different, so their feelings about mathematics are also different. The comparison in "reading" is to compare the correct or wrong solution with the textbook, and experience the diversification of mathematical methods and the optimization of problem-solving methods in the process of comparison.

For example, the fifth volume of the textbook P 18 "Continuous carry addition of three digits plus three digits". Starting with the "Statistical Table of Some Animal Species in China", the question is: "How many kinds of reptiles and amphibians are there?" Example 2: "376+284". In teaching, groups are organized to discuss "how to estimate", and students give "370+280", "380+290" and "350+250" ... From the method of students' estimation, it can be seen that students' estimation is conservative, and they still have to calculate manually after estimation, which can not achieve the purpose of estimation. Therefore, after students express their opinions, they can be guided to see how to estimate, which makes it easier to compare with the books. The textbook estimates: "376 is less than 400, 284 is less than 300, and their sum is definitely less than 700." Students think that the estimation method of "300+400 = 700" is good, as long as the calculated answer does not exceed 700, and the description of "less than 700" is much faster than the calculation of specific figures.

3. Summarize with "reading"

Mathematical knowledge is abstractly summarized from objective things and phenomena, and generalization must be externalized by means of mathematical language. Generalization through reading is to train students to learn how to abstract and generalize general and regular things with mathematical language in reading.

For example, the teaching of the eighth textbook P36 "Multiplication Table". After getting (4+2) × 25 = 4 × 25+2 × 25 from the example, ask students to give similar examples (for example, ① (1+2) × 3 =1× 3+2× 3; ②( 13+5)× 15= 13× 15+5× 15; ③ (100+200) ×10 =100×10+200×10 ...), and then ask the students to summarize the multiplication and division method and the distribution method in one sentence. At the beginning, students can only summarize in scattered words. At this time, try to ask students to read the front part of the equal sign of four formulas, and students can draw the conclusion that "the sum of two numbers is multiplied by a number", and then read the back part of the equal sign, and students can draw the conclusion that "this number can be multiplied first and then added", which is similar to the definition in the book. Through reading, students learned to generalize in a standardized mathematical language, and asked, "Does the addition of three numbers and the difference of two numbers also have the characteristics of multiplication and distribution law?" This deep-seated problem expands the connotation of the law of multiplication and distribution.

Third, read sentences.

Stolyar, a mathematics educator in the former Soviet Union, once said: "Mathematics teaching is also the teaching of mathematics language." Language learning is inseparable from reading. Correctly understanding the meanings of words and phrases in key sentences, correctly using mathematical language to communicate and improving the understanding of the connotation of mathematical knowledge are inseparable from the repeated chewing of key sentences in mathematics teaching.

1. Query in reading

In the process of mathematics reading, teachers should not only guide students to appreciate the concise beauty of mathematics language, but also guide students to break the mindset, think positively, ask questions, explore deeply and accurately grasp the meaning of sentences in the process of reading.

For example, in P52, the eighth volume of the textbook, after learning the decimal number sequence table in Exploring the Meaning of Decimals, please open the book and see if there is any problem with the decimal number sequence table in the book. Soon a student asked: Why is there no score? What a good question! At this time, guide the students to discuss and communicate. After a while, a student said: Because one tenth has ten 0. 1, it is 1, which is an integer unit, so there is no quantile. What an accurate explanation! If you don't question the numerical sequence table in reading, how can students have such a wonderful thinking collision?