1. For junior high school students with little literacy and limited thinking ability, the method of combining explanation and reading under the guidance of teachers should be adopted. For children who have just entered school, we should first help them understand the characteristics of math class, know what to learn in math class, and read the illustrations in math textbooks clearly and accurately. Then teach them to read textbooks in order, that is, from top to bottom and from left to right; When teaching 10 to look at the theme map, you should learn to look at it as a whole first, and then look at it as a part. For example, the knowledge in junior high school textbooks is represented by various charts. Teachers should focus on helping students master the method of drawing, and strive to make them do four things: first, they can understand the illustrations of examples and accurately describe the meaning of pictures; Second, we should be able to read the formula marked with thinking process and understand the calculation method; Third, we should be able to read the diagrams of application questions, understand the meaning of the questions according to the diagrams, find out the relationship between quantity and quantity, and think about solutions; Fourth, we should be able to watch various forms of exercises and understand the requirements of exercises.

2. For middle-grade students who have accumulated certain knowledge and have certain abilities, teachers can take the way of working, reading, helping and letting go. For example, teachers can speak first and then read, and guide students to read textbooks in a targeted manner; You can also cheat the reading outline, let students read the textbook with the outline, find the answer, and help students understand the textbook.

3. For senior three students who have certain self-study ability, we can adopt the methods of preview before class, inspiration and guidance, and independent reading. For example, when guiding preview, teachers should have clear requirements for students, have the scope of preview, put forward necessary thinking questions or experimental assignments, and check the preview situation. In the classroom, teachers can let students conduct self-study and discussion by reading, speaking, discussing and practicing, and ask students to clarify the knowledge system on the basis of mastering knowledge to further improve their cognitive level.

Second, teach students scientific memory methods.

1. Comprehension mnemonics. It is a method of memorizing through students' positive thinking, according to the internal relations of things and on the basis of understanding. What is a trapezoid? First, through careful observation, let students understand the meaning of "only one set of opposing faces" and what will happen if the word "only" is removed. Through positive thinking, students realize that "only one group of edges is parallel" means that two opposite sides of four edges are a group, one of which is parallel and the other is not parallel. It is easy for students to remember the concept of trapezoid on the basis of understanding.

2. Conventional memory method. It is a way to find the inherent law of things and grasp its law to help memory. Mathematical knowledge is regular, so long as students are guided to master it, they can effectively remember it. For example: memory length, area, floor area ratio unit. Because the propulsion rate between adjacent units in length is 10, the propulsion rate between adjacent units in area is 100, and the propulsion rate between adjacent units in volume is 1000. It's easier to remember when you master this rule.

3. Image memory method. This is a way to remember by means of the image or representation of things. Primary school students' thinking is mainly in images and gradually develops into abstract thinking. In teaching, teachers should pay attention to vivid images when giving lectures, so as to awaken students' image memory of things. For example, in a year-long series of cognitive teaching, teachers use some physical images to compare numbers: "2" as a duckling and "3" as an ear.

4. Comparative memory method. This is a way to compare similar and similar mathematical materials scientifically, grasp their similarities and differences, and strengthen memory. Such as divisibility and division, prime numbers and prime numbers. Guide students to understand and compare their memories.

5. Analogical associative memory method. It refers to the way that the perception or memory of something causes the memory of something similar in nature. For example, when students remember the basic properties of fractions, it is not difficult to remember the basic properties of fractions by guiding them to think of the quotient invariance of division and the relationship between division and fractions.

6. inductive memory method. It is a memory method that integrates knowledge with internal relations to form a system and a network. For example, it takes several grades for students to learn all the knowledge about area. The characteristics and formulas of these graphs are different. Pieces of knowledge must be systematically sorted out to ensure the internal integrity of this part of knowledge itself. The internal relations of these graphs can be revealed through the following network graphs, which is beneficial to students' systematic memory.

Third, teach students the methods of reviewing.

Review is to learn the learned mathematical knowledge again, so as to achieve the purpose of in-depth understanding, mastery, concise summary and firm grasp. Students' learning of mathematical knowledge is accumulated through a math class, so the knowledge gained is often fragmentary and one-sided. Over time, the knowledge chain will break. Based on this, unit review and general review are very important. In primary school mathematics teaching, review methods mainly include the following points:

1. Summary and review. Every time students finish learning a small unit or a big unit, they are organized to summarize the knowledge system, arrange the outline, remember the outline and list the key points to help them master the main content of the unit.

2. Review by classification. Guide students to sort out and compare the knowledge and skills they have learned, so as to strengthen the internal connection of knowledge and the depth and breadth of knowledge, and help students deepen their understanding and memory.

3. Different review. Learn similar concepts, rules, etc. , such as differences and comparisons, the characteristics of mastering knowledge. In short, review should, on the one hand, communicate the internal relationship between knowledge on the basis of understanding the teaching materials, find out the key points and keys, and then extract the general situation to form a knowledge system, thus forming or developing and expanding the cognitive structure; On the other hand, constantly improving and refining knowledge itself or from the perspective of mathematical thinking methods is conducive to the development and improvement of ability.

Fourth, teach students the methods of sorting and summarizing.

Organizational knowledge is a major learning method. Primary school mathematics knowledge, due to students' cognitive ability, is often gradually completed in several levels. After a class, a unit or a semester, we need to sort out and summarize what we have learned to form a good cognitive structure, which is easy to remember and use.

1. String knowledge into "blocks" to form a knowledge network.

The basic knowledge of primary school geometry involves five lines (straight line, line segment, ray, vertical line and parallel line), six angles (acute angle, right angle, obtuse angle, right angle, fillet angle and central angle), seven shapes (rectangle, square, triangle, parallelogram, trapezoid, circle and sector) and seven geometries (cuboid, cube and so on) after teaching. )

2. The system is organized into tables for easy memory. According to the scientific system of mathematical knowledge and the cognitive law of primary school students, the basic knowledge of primary school geometry is scattered in primary school textbooks. In the general review, teachers should avoid listing and repeating the previous knowledge, but restore the original knowledge system and laws of the preliminary knowledge of geometry, and carefully and systematically summarize them into tables according to the four knowledge points of line (angle), surface and body, so that they can be organized, systematic and networked in students' minds and easy to remember and use.

Fifth, teach students the methods of knowledge transfer.

Migration refers to the influence of acquired knowledge, skills and even methods and attitudes on learning new knowledge and skills. If the previous study plays a positive role in promoting the subsequent study, correct the transfer, otherwise correct the negative transfer. When people solve new problems, they always use existing knowledge and skills to find solutions. Mathematics is a very logical and rigorous subject, and knowledge is systematic. The former knowledge is the basis of the latter knowledge, which is the extension and development of the former knowledge. Therefore, teachers must firmly grasp the internal relationship between knowledge before and after and teach students the methods of knowledge transfer.