At present, middle school students have many bad habits in math learning. For example, some students' handwriting is crooked and scrawled, which makes it difficult for others to understand. Adding words, missing words, misspelling words, missing numbers or operation symbols, and misplacing decimal points often occur. Some students are careless in calculation and often make mistakes. They don't check the calculation after calculation. Some students are not good at independent thinking when doing homework, and they like to copy others'. What's more, some students didn't find the cause of the mistake in their homework and corrected it in time, but skimmed it. In the long run, mistakes will accumulate, which will seriously affect the follow-up study. Therefore, it is very important to cultivate good habits. Cultivating good problem-solving habits can improve students' thinking level. Here I want to talk about how to cultivate students' good habit of solving problems from four aspects. \x0d\ 1。 Cultivating a good habit of examining questions is the first step to solve the problem, and it is also the most important and crucial step. Solving problems begins with the examination of questions, and the ability to analyze and solve problems is also reflected in the examination of questions. Don't simply think that reading wrong questions and missing conditions are only caused by "carelessness", which is also a manifestation of low comprehensive ability. We should attach importance to students' ability to examine questions from the height of improving their comprehensive quality and ability. \x0d\ (1) Make clear the meaning of the topic by speaking like a book \x0d\ When reviewing the topic, you should be good at grasping the key words, words or sentences in the topic, accurately understand their expressed meaning, and make clear the grammatical structure of the topic. When reviewing questions, we should make clear the meanings of keywords such as including, excluding, dividing, greater than, not greater than, not less than, positive, negative and increasing to. Find common narrative methods, such as "What if?" "If yes", "Know, verify", "Is a condition", "The condition is" and so on. \x0d\ (II) Flexible and changeable mining of implied conditions \x0d\ The so-called implied conditions refer to those conditions that are not obvious in the topic or are not given but are implied in the meaning of the topic. For the former, the unobvious conditions need to be transformed into obvious conditions. For the latter, we need to explore the conditions implied in the meaning of the question flexibly according to the meaning of the question. In a sense, it is very important for students to cultivate the habit of examining questions and improve their ability to examine questions, so as to improve their ability to explore hidden conditions from unknown to known. \x0d\ (2) Put forward the continuity problem and conduct judgment and reasoning training \x0d\ Example 3: As shown in the figure, in the cube, ABCD-a1b1c1d1,e and f are BB 1 respectively. Proof: facing A 1FD 1⊥ facing Ade. \x0d\ In this problem, the teacher can design the following reasoning thinking process: (1) What should be proved first to prove that the face is vertical? (Answer: First prove that the straight line is vertical) (2) How to find this vertical line? (difficulty of this question) (answer: D 1F⊥ AED)(3) What do you need to prove first if you want to prove that a straight line is vertical? (Answer: the line of the first proof is vertical: D 1F⊥AD (easy to prove), D 1F⊥AE)(4) How to prove D 1F⊥AE? (Take the midpoint H of AB and connect A 1H to prove that D 1f ⊥ AE is in the square A 1B 1BA) \ x0d \ In the teaching process, teachers should design certain thinking "steps" to guide students to think and show the reasoning process. Let students master judgment and reasoning methods in routine training, and gradually realize independent thinking and problem solving. \x0d\ Third, cultivate good standardized problem-solving habits \x0d\ Problem-solving norms refer to seeing the requirements of the topic clearly, strictly following the steps, writing carefully and thinking clearly. Hua, a famous mathematician, educated middle school students to "think clearly, speak clearly and write cleanly" in solving mathematical problems. This good habit should be cultivated from an early age, but we often meet some students who don't pay attention to writing answers when solving problems, but only write "how much". The answer is actually very important, and it is the end of one thing. We emphasize a good beginning and a good ending, which is a complete thing. We should have a happy ending like work. So students should not only pay attention to writing answers, but also learn to write answers. Answer specification means that the answer is accurate, concise and comprehensive, and attention should be paid not only to the verification and selection of the result, but also to the integrity of the answer. In order to standardize the answer, it is necessary to examine the goal of the question and answer it according to the goal. The answer is graded step by step. Therefore, in teaching, we should pay attention to guiding students to answer questions according to the correct problem-solving steps and gradually develop good habits, especially the habit of checking and writing answers. When complicated calculations are involved, students must be allowed to solve the problems themselves, and teachers should not intervene. \x0d\ IV。 Cultivate a good habit of reflection after questions \x0d\ Reflection after solving problems refers to students' reflection on their math learning behavior (homework), problem-solving ideas, problem-solving methods and results after completing their math learning (by stages). Paulia pointed out: "Even a very good student, when he gets the answer to the question and writes down the argument neatly, he will meet the book and find something else to do." In this way, they missed an important and instructive aspect of solving the problem. " Students can consolidate their knowledge, methods and develop their ability to solve problems by reflecting on the completed solutions, rethinking and re-examining the results and the process of obtaining the results. \x0d\① After solving the problem, you should reflect on your own thinking, sum up the law of solving the problem, find out the defects of your knowledge and ability in solving the problem, and write a summary next to the topic. \x0d\② After solving the problem, we should pay attention to exploring a variety of problem-solving methods, compare them, discuss their advantages and disadvantages, and cultivate our divergent thinking. \x0d\③ After solving the problem, we should further promote it as far as possible, cultivate our exploration ability of bold speculation and verification, and stimulate our creativity. \x0d\④ After solving the problem, the exercises should be classified, that is, similar exercises should be classified into one category first; Second, pay attention to the application of some topics, so as to form a knowledge series, and at the same time cultivate their ability to summarize, organize and apply knowledge. \x0d\⑤ After solving the problem, you should rethink the conditions and conclusions of the original question to see whether the conditions can be changed and whether the corresponding problem-solving methods can be changed, that is, whether the problem is changeable and whether the inverse proposition is established, so as to cultivate your own rigorous thinking. \x0d\ The knowledge gained in class is limited, and many problems can be solved by students' association, creation and reflection on information, thus achieving the purpose of re-learning. \x0d\ Habit is an energy saving. People who develop good problem-solving habits have more potential energy than those who don't. Wilde said: "At first, we created habits, and later, habits created us." . In this regard, teachers must be strict, practical, bit by bit, and cultivate habits throughout the whole teaching process. They must adhere to strict requirements, demonstrate and induce, train repeatedly, and be good at grasping educational opportunities. Only in this way can students develop good problem-solving habits.