First-year students have little literacy, slow reading speed and weak understanding ability, so it is difficult to read words independently. Teachers should demonstrate or guide reading, and make clear provisions, such as reading aloud and softly, reading sentences through, without missing words or adding words. If you have a picture, you should also observe the picture and combine the picture with the text. When reading a topic, guide students to grasp the key words, words or sentences in the topic, express different meanings with various symbols, accurately understand the expressed meanings, and achieve self-reading and understanding.

Second, think more.

Think about what problems to solve in the process of reading, then read with problems, and use the existing knowledge, experience and thinking methods to think while reading and form your own opinions. First-year students are too young, even if the teacher asks questions, they will not seek answers in the process of reading, but children's habits need to be cultivated from an early age. Only through continuous training can they gradually form good thinking habits in the process of reading.

Third, do more.

The weak ability of refinement, abstraction and understanding of mathematical language objectively increases the difficulty of first-year students in examining questions. In order to help students better understand the meaning of the question, it is sometimes necessary to provide students with the opportunity to operate, so that students feel that operating is also a good reading method and thinking strategy. If you need to count some information in the situation map, you can ask students to "count the traces", that is, count in order and mark them while counting, so as to help students achieve the purpose of correct statistics. Students can practice while reading the questions. By cutting, spelling, folding, measuring, swinging and drawing, let them observe, compare, experience, feel the knowledge and deeply understand the meaning of the question.

Fourth, communicate more.

Ask students to learn to say questions and express the meaning of the questions completely in their own language. Students can be asked to say the conditions and questions in the topic independently, even if they are incomplete, it doesn't matter, and they can be supplemented by other students. You can also talk to your deskmate, "What do you already know, and what is the amount? I don't know what? " Cooperative learning in the process of communication makes the meaning of the topic clearer.