When correcting homework, I often hear the teacher say, "Oh, such a simple question is wrong again, so careless!" " Why do students make so many mistakes? Through my usual observation, some students didn't finish reading the questions at all when they were doing them, but just finished them hastily according to their usual experience in doing them; Or in the process of looking at the problem, words are added, words are omitted, and key words are not noticed. If you understand it wrong, you will do it wrong. As long as the teacher reads the topic once, sometimes even halfway through it, he will shout, "Oh, so that's it!" " "... What is the reason?

First, face the current situation of mathematics reading. In actual teaching, most teachers dig out the essence of teaching materials and express them to students through their own understanding, while ignoring the cultivation of students' ability and habit of reading mathematics teaching materials. It seems that learning mathematics textbooks is only a teacher's business, but for most students, it is passive acceptance and understanding, and they feel that they will be satisfied as long as they understand the class. Therefore, it is often the teacher who repeatedly explains and the students passively accept. A book is almost finished, but the students still haven't mastered much. Teachers are tired of teaching and students study hard. I have learned a lot of knowledge, but my ability has not improved much, and my teaching efficiency is relatively low. In view of this situation, in mathematics classroom teaching, teachers should attach importance to the teaching of mathematics reading, so that students can gradually understand the mathematics language and improve their mathematics literacy through continuous mathematics reading. Mathematics curriculum standard points out that "mathematics provides language, ideas and methods for other sciences", and "mathematics reading" is a psychological process for readers to obtain meaning through mathematical language symbols, so experts point out that "mathematics classroom teaching is the teaching of mathematical language". Therefore, in order to strengthen the thinking training of autonomous learning in mathematics and improve the accuracy of solving problems, the most important starting point is to strengthen "mathematics reading". Mathematics reading is the premise of mastering mathematics language and one of the important foundations of developing mathematics learning activities smoothly and effectively. Second, the original meaning of mathematics reading. Reading is a cognitive activity with understanding as its core; The Encyclopedia of Education in China pointed out: "Reading is a psychological process of obtaining meaning from printed or written language symbols." Therefore, teachers should study reading activities from the perspective of psychology, which can make teachers have a deeper understanding of the nature of reading. Reading is essentially a process in which the reading subject processes and screens information in active thinking activities, reorganizes the original knowledge information in the brain, and finally applies the obtained information to the existing knowledge structure of the subject to realize reorganization. According to educational psychology, mathematical reading is that the reading subject, driven by a certain reading motivation, relies on reading habits, translates written language into mathematical symbol language by reading mathematical materials, and constructs mathematical meanings and methods. Mathematical reading ability refers to the sum of complex psychological characteristics of successfully completing mathematical reading tasks. Including: ① reappearing the learned mathematical concepts, problems, symbols, methods and proofs in the new reading situation; ② Decompose and combine the mathematical statements in the new scene; ③ Understand and remember the newly learned mathematical concepts, problems, symbols, methods and proofs; ④ Integrate the newly learned knowledge with the original knowledge structure. Third, explore the influence of mathematics reading on students' thinking. By combing Piaget's and Ausubel's learning theories, we can see two key points: one is that thinking is closely related to the development of language system, and the other is that learning new knowledge depends on the existing intellectual background. "Reading" is an activity with language symbols as the medium, which contains rich contents beyond real life. It will make the reader's "language system" develop better, enrich his "knowledge background" and further strengthen their thinking ability and ability to learn new knowledge. Educator Suhomlinski said: "Thirty years' experience has convinced me that students' intellectual development depends on good reading ability. "From a psychological point of view, he analyzed," lack of reading ability will hinder and inhibit the plasticity of extremely fine connecting fibers in the brain, making them unable to ensure smooth connection between neurons. Whoever is not good at reading is not good at thinking. "