First, guide the students to read the questions.
1, read a number and a symbol. When beginners learn addition and subtraction, students are required to read one symbol and one number with their fingers. For example, "3+6= ()" is pronounced as "how many are three plus six" and "7+()=9" is pronounced as "how many are seven plus nine". Read it at least twice. If you don't understand, you can read it again. First of all, students must form the habit of reading questions. Parents should never feel simple, it doesn't matter. Good habits begin from the moment you enter school.
2. Read word for word. If there is a picture, you should also observe the picture and combine the picture with the text. Because junior students don't have much literacy, it is even more difficult to read the written questions independently. Teachers should demonstrate or guide reading aloud, or enlarge the phonetic symbols of new words on the blackboard (don't think that phonetic symbols are not important in math class), and read the questions with the help of teachers. At the same time, students are required to think about the key words, important data, known conditions and problems in the topic when reading. A typical mid-term exam is that most students make a mistake in an application problem. At that time, I just thought it might be difficult for first-year students, but I soon found another problem. I remember this question as follows: Mom bought some sweets, Xiaoming ate four, and there were six left. How many sweets did mom buy? When I tutor a student, let him read the questions first. He read: Mom bought 10 candy, and Xiaoming ate 6. How many sweets are left? Later I learned that he was not the only one who read like this. But when the teacher reads him a topic, he has no learning disabilities. Analysis of the reasons, I think that the usual reading methods are wrong, the training of reading questions is not enough, and the students' ability to do the questions independently is poor, which leads to the phenomenon of being superior to others. Moreover, the cultivation of reading ability can not only rely on teachers, but also need the cooperation of parents, because students have just entered the first grade and their literacy level is limited, so parents can easily intervene. When teachers and parents read the questions, the language is coherent, and the logical relationship in the sentence is basically read out, which is easy for students to understand. It is a difficult and complicated learning process for students to examine questions by themselves. It may take him three, five or even seven or eight times to recognize the words first and then read them into coherent sentences. If students are deprived of this learning opportunity, they will form learning obstacles in the future.
3. Think while reading and combine with life. There are 60 books in the library, and we borrowed 35. How many books are left? Before doing this problem, I will let every student read it first. Then ask the students to find out: What are the known conditions in the topic? What's the problem? Knowing the relationship between conditions and questions will make it much easier for students to answer in real life.
In addition, pay attention to the speed of reading. Generally speaking, it is better to speak slowly, based on the accurate perception of information data and problems. Therefore, when reading, we must be comprehensive and careful, without adding words or subtracting words, and even talk about words for deeper topics. This can not only improve students' mathematical consciousness, but also cultivate students' perception ability, and also improve students' ability to capture information and data, laying a preliminary foundation for students to understand the meaning of the problem.
Second, develop the habit of carefully examining questions.
We often find that some students just glance at the questions, but they often pass by when they look at them. They begin to answer questions without fully understanding the conditions in the questions, and often make mistakes in solving problems because of careless reading. Therefore, I ask students to read the questions carefully and learn to read. For example, this happened in the final exam of mathematics in senior one. "There are 90 books in the school library, 25 in class one, 40 in class two, and how many in class two?" Many students do "90-25-40=25", thinking that they are asking "How many copies are left?" The reason is that I didn't read the questions carefully, so I took it for granted to do the questions according to the previous situation. The most important thing is that I didn't get into the habit of reading the questions carefully. How to develop good reading habits? This is not a day or two. Teachers and parents need to work together. The requirements of schools and families are the same. You must understand this problem before you start writing.
Students will learn how to read questions and develop good reading habits, which will benefit them for life.
Third, pay attention to the change of reading style.
Language is the shell of thinking and the material form of thinking. In junior high school mathematics teaching, I organically combine students' eye movement observation, oral reading and brain thinking to gradually cultivate students' reading ability. Most students don't pay attention to pause when reading questions, and their sense of language is poor, and their interest in reading questions is not strong, which leads to their low mathematical consciousness and inability to understand the meaning of the questions. In teaching, teachers should give students reading guidance: they can read aloud or silently; You can look at it alone or in groups; It can also be read by the whole class in a compromise form. I will let the students read the questions in different roles when they meet the combination of pictures and texts. For example, the sixth question on page 35 of the second-grade textbook of People's Education Press (Volume I) reads: "I (yellow squirrel) picked 22 pinecones, I (flower squirrel) picked 3/kloc-0 pinecones, and I (gray squirrel) picked 13 pinecones less than the flower squirrel. (1) How many gray squirrels did you choose? (2) How much does the squirrel pick less than the squirrel? " There are many words in this question. I asked the students to read the question in roles. After reading the questions, the teacher asked the students to understand the meaning of "more" and "less". Coupled with guidance and guidance, the students quickly solved the problem and the efficiency of solving the problem was greatly improved.
For example, the teacher read: "Plant 54 trees in one class." "Class Two planted 42 trees." Boys read: "How many trees are planted in two classes?" Girls read: "How many more trees have been planted in Class One than in Class Two?" There are various forms, and students are of course interested. Over time, I have developed the habit of reading the questions and my ability to understand the meaning of the questions has also been enhanced.