How to train students to effectively read high school mathematics textbooks 1? Be clear about what to read. Math books are mostly formulas and illustrations, which are boring, difficult to understand and reluctant to part with, and I don't know how to read them. We should stimulate students' interest in reading according to the characteristics of mathematics, let students know what to read and how to read, and prevent students from reading indiscriminately, with little effect. First, guide students to read the topic. Teachers should pay attention to the blackboard writing on the topic, guide students to read the topic together, and let students grasp the main contents of the textbook in an outline, make clear what they want to learn, know what they want to learn in the next inquiry learning, and even think of other knowledge related to what they have learned.

Second, master the method of reading. Without good reading methods and strategies, doing anything will have no effect. In the teaching of mathematics reading, we should guide students to master the methods of mathematics reading according to different teaching contents, form reading strategies step by step, and improve their ability to read mathematics books.

Mathematics books are the main basis for teachers' teaching and the main resources for students' learning. Mathematics is a language, and language learning is inseparable from reading. As math teachers, we should sow a seed of reading in students' consciousness, teach students reading methods and skills, make them develop good math reading habits, cultivate students' autonomous learning ability and improve their math quality.

How to cultivate students' interest in reading math textbooks, encourage students to read math words and cultivate good reading habits?

Study habits are the key to improve learning ability. If students really develop the good habit of reading numbers through the careful education and training of our teachers, it will definitely have a positive impact on their future promotion to middle schools, universities and even the effective improvement of their lifelong comprehensive learning ability. At this moment, our primary school math teacher contributed a lot. Therefore, I hope everyone can understand the significance of "cultivating students to read mathematical characters" from this height, and actively guide and encourage students to read mathematical characters in their spare time.

1. Pay attention to preview before class and guide students to read. Every afternoon after school, the teacher should carefully design and arrange some preview homework for tomorrow's new lesson, including teaching illustrations, examples, concepts, explanation languages, keywords and so on. In view of these contents, teachers should consciously dig out several questions (not simple exercises, but homework that students must read carefully to answer). The problem is not how much, as long as students can really read books), encourage and guide students to go home and read math books carefully and think about tomorrow's math problems in advance.

2. Review and preview combined with reading. On the basis of the first requirement above, students can also go home to see what they have learned today and preview new lessons tomorrow. Teachers can make comprehensive consideration around review and preview, and design and arrange some problems related to review and preview, so as to connect the preceding with the following. As long as the teacher has this awareness, I believe that such review preview questions can be designed (but remember that they are not simple exercises, but good questions that can stimulate students to read).

3. Create a good environment for reading mathematical characters. ① Add interesting math reading materials to the classroom environment. We math teachers should not always think that classroom arrangement is the responsibility of the class teacher and inadvertently lose such a good teaching position; (2) Regularly understand the reading situation of students' math words in and out of class, praise them in time and encourage them constantly; ③ others. The math teacher is the cleverest teacher. I believe you will come up with more and better ways to create a reading environment for math words, guide and encourage students to read in class, and actively carry out extracurricular reading activities for math words.

4. Enrich reading content and broaden students' horizons. Including reading mathematical history stories, mathematical stories, mathematical texts, illustrations of teaching materials, teachers' blackboard writing, mathematical problems and so on. On the one hand, students can broaden their horizons and enhance their thinking ability by reading a large number of mathematical words. On the other hand, they also cultivate their oral English and mathematical inspiration. This kind of teaching is lively, active and personalized (each student's reading ability is different and his feelings are different, which embodies personalization), and it is also a win-win teaching. I believe students will be interested. (Of course, at the same time, the interaction between teachers and students should be organically combined. )

How to cultivate students' ability to read mathematics textbooks? Today, with the implementation of the new curriculum, many of our teachers and students do not make good use of textbooks. In the process of mathematics teaching, teachers only pay attention to the calculation steps of formulas and strict logical reasoning, ignoring the reading of mathematics textbooks; Students think that reading is only a matter of learning Chinese and English. The teacher explains in a simple way in class, then asks the students to do exercises or perform on the blackboard, and then summarizes the class and assigns homework. Students often lack the ability and habit of reading math textbooks. Watching math class seems to be a teacher's business. As long as they understand the class, they can solve the problem. Math textbooks usually only do problem sets, but never read the texts. Occasionally, the teacher assigned "reading" homework, and the students thought it was "soft homework". Without checking, they just skimmed through all the lines, unable to read the main points, the mathematical ideas hidden between the lines, the problems and their own unique experiences. Therefore, we must attach importance to the cultivation of mathematics reading ability in mathematics teaching.

First of all, make clear the importance of reading mathematics textbooks.

The research of innovative psychology shows that self-study ability is of great significance to people's future, and reading is an important channel for self-study, and the core of self-study ability is reading ability.

Reading comprehension is a common question in the senior high school entrance examination in recent years, which consists of two parts: one is the reading material, and the other is the examination content. This kind of test questions embodies some characteristics of mathematics reading comprehension questions in senior high school entrance examination: symbolic, logical, rigorous deduction and induction of mathematics language, and sometimes presents abstract characteristics. It requires candidates to read and understand a strange mathematical problem scene in a short time, and then use the knowledge they have learned and the problem-solving skills they have mastered to solve the problem flexibly, mainly examining students' reading comprehension ability, analytical reasoning ability, text generalization ability, written expression ability, adaptability and knowledge transfer ability, so mathematical reading is different from language and words.

Whether it is the requirement of senior high school entrance examination or the need of lifelong learning, we must attach importance to the cultivation of mathematics reading ability.

The new mathematics curriculum standard has clearly pointed out that teachers must attach importance to "guiding students to read textbooks carefully". Bell, a famous American mathematics educator, made a comprehensive discussion on the function of mathematics textbooks and how to use them effectively. One of the most important points is that textbooks should be used as the source of students' learning materials, not just the source of teachers' own lecture materials. On the basis of collecting past experience, the teaching materials are carefully compiled by mathematics experts, taking into full consideration the psychological and physiological characteristics of students, the quality of education and teaching, the characteristics of mathematics subjects and many other factors. They have high reading value and can't be replaced by any supplementary books. Therefore, the fundamental of cultivating students' reading ability lies in the reading of mathematics textbooks.

Second, to stimulate students' interest in reading mathematics textbooks

Bruno, a famous American psychologist, said: "Knowledge acquisition is an active process. Learners should not be passive recipients of information, but participants in knowledge acquisition." Therefore, in the early stage of reading, we should first stimulate students' interest in reading, review the knowledge related to the problem, create the best situation and form reading expectations. Problem situation is the condition for students to cause cognitive conflict, and it is also the means for teachers to cause cognitive conflict. Teachers can use a variety of problem situations (such as unexpected situations, non-corresponding situations, choice situations, conflict situations, refutation situations, etc.). ) to stimulate students' interest and curiosity, so that students' reason and emotion are in a starting state.

For example, when teaching "geometric progression's Summation", create such a question: "Students, I am willing to give you 100 yuan every day for a month, but within this month, you must give me 1 minute on the first day; Give me a rebate of 2 cents the next day; ..... that is, the money given to me the next day was twice that of the previous day. Who wants to? " This question aroused students' great interest. Many students say yes, but they don't know the meaning of power. The rebate written to me should be 1+2+4+...+229. What's the total? The students are eager to try, but they can't start. Then I asked them to read the section "Peace of Geometric Series".

Third, let students master the method of reading textbooks.

The content of mathematics textbooks is nothing more than concepts, theorems, formulas, examples, charts and so on. Below I will talk about the reading methods to understand the above contents respectively.

1, concept reading

To correctly understand the words, words and sentences in the concept, and to correctly translate written language, graphic language and symbolic language; Understand the connotation and extension of concepts, that is, we can distinguish similar concepts and know their scope of application.

For example, read the definition that a straight line is perpendicular to the plane: "If a straight line is perpendicular to any straight line in the plane, it is perpendicular to the plane." It is not enough for students to read this sentence. First, let students use their intuitive understanding of "building a wall" in their lives, and then let them rotate one corner on the desktop with a triangular ruler to observe whether the other corner is perpendicular to the desktop. Further understand the meaning of the word "arbitrary", and then discuss the judgment theorem limited to plane verticality. On this basis, think again:

(1) Find a straight line perpendicular to the known straight line in the plane?

(2) How much is appropriate?

(3) What position relationship should these straight lines have?

Then, let the students find out the judgment theorem that the straight line is perpendicular to the plane with the help of the cuboid model, and point out that finding two intersecting straight lines in the plane should be perpendicular to the known straight lines. Then let the students try, the teacher uses the definition of a straight line perpendicular to the plane to guide the students to explain, so that students can constantly improve their understanding of the concept in reflection.

2. Read theorems and formulas

First of all, the generation of theorems and formulas basically serves the research content of formulas, but the process of generation and development of different formulas and theorems may be different. Teachers must clearly understand the process of formula generation and development, and then guide students to explore this process in reading. Students' abilities and materials are limited. These contents must be introduced by teachers to arouse students' interest, stimulate students' desire for self-discovery and experience the occurrence and development of knowledge in exploration. Understanding the theorem itself can be achieved through the following aspects:

(1) Analyze the known elements in the theorem and solve what problems.

(2) Seriously study the proof process, draw ideas, methods and strategies from it, and experience the methods used in the derivation of different theorems and formulas in textbooks.

(3) Pay attention to the application conditions and scope of the formula.

Every theorem and formula is a study of a certain aspect. Therefore, there is a certain scope of use, so we should understand these application conditions and scope from reading and learn some experience from them.

(4) Pay attention to the deformation and expansion of theorems and formulas.

For example, when learning the fan-shaped area formula, the students deduced it. By comparing the fan-shaped area formula with the arc length formula, another calculation method of the fan-shaped area was obtained. Then the teacher asked the students to solve two problems:

Question 1: Find the sector area with arc length and central angle of 120.

Question 2: The shape of the flower bed designed in a residential area, the shaded part in the picture. The center of the known and located circle is point O, where the length is, the length is, AC=BD=, so find.

Please answer the question1;

⑵ In the class communication after solving problem 2, some students found that the formula of sector area is similar to that of triangle area; He guessed the area of the flower bed by analogy with the trapezoid area formula. Is his guess correct? If it is correct, write out the derivation process; If not, please explain why.

This problem needs to make use of the relationship between sector area and arc length formula in teaching materials and the idea of transformation to make a breakthrough. If you only recite the formula at ordinary times and don't look at the source process of the formula in the textbook, you don't know how to deduce it.

Step 3 read the example

Examples are examples of applying what you have learned. The examples in textbooks are generally typical, demonstrative and relevant. They either permeate some mathematical methods, or embody some mathematical ideas, or provide some important conclusions. It not only has the application consciousness of the content, but also consolidates students' understanding and mastery of the content. Looking at examples requires students to do it by themselves first, and then compare it, from which they can know the rigor of their thinking and logical reasoning ability, and also see the standardization of their writing, find out the gap, so as to improve their problem-solving ability.

For example: required by Beijing Normal University Edition 1 Chapter 2 "4.2 Properties of Quadratic Functions" Example 3:

Lvyuan Store buys a bottle of 3 yuan drinks at ex-factory price every month. According to previous statistics, if the retail price is set at one bottle of 4 yuan, 400 bottles can be sold every month; If the price of each bottle is reduced by 0.05 yuan, you can sell 40 more bottles. On the premise that the monthly purchase volume is sold out in the current month, please design a plan for the store: how much is the price and how many bottles are imported from the factory to get the maximum profit?

Solutions in textbooks:

Set the sales price as X Yuan/bottle (x>3). According to the meaning of the question (sales volume = purchase quantity), the purchase quantity sold out in the current month is 400(9-2x) bottles.

At this time, the profit is

According to the nature of the function, when, f(x) gets the maximum value of 450.

At this time, the purchase quantity is 400(9-2x)=400(9-2x )=600 bottles.

So the selling price is RMB, and 450 yuan can get the biggest profit by buying 600 bottles.

Students should think about the following questions when reading:

(1) If every 0.05 yuan is reduced, how many bottles will be sold at this time, and the average profit per bottle will be several yuan?

(2) If the price is reduced by 0. 10 yuan, how many bottles will be sold at this time and the average profit per plant will be several yuan?

(3) If every X yuan is reduced, how many bottles will be sold at this time, and the average profit per plant will be several yuan?

(4) Profit per pot = _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

With these in-depth questions, students can "read and examine questions" seriously, so as to deeply understand the problem-solving process of textbooks and master the ins and outs of knowledge, with remarkable results.

4, chart reading

We should attach importance to text reading, but we should also re-examine the reading of formal tables. When reading math textbooks, many students often attach great importance to the text narration in the textbooks and can read them carefully, but they don't pay much attention to the graphics and tables in the textbooks, and their eyes are swept away. The combination of numbers and shapes is the basic thinking method of mathematics. It is meaningful for these charts to appear in the book. If you look carefully, you will have a more intuitive feeling and a deeper understanding of this chapter.

For example, in mathematical activities, Xiao Ming designed a geometric figure as shown in figure 1 (the result is represented by n) for evaluation, that is, a square with a side length of 1 is divided into two rectangles first, then one of the rectangles is divided into equal parts, and so on. (1) Please use this geometry to evaluate; (2) Please use Figure 2 to design an evaluable geometry.

For this summation problem, if we adopt the method of pure algebra, we need to set the sum as S, and calculate the sum through the difference of S-S. Although the problem can be solved, in the process of summation, the requirements for jumping thinking technology are quite high. It will be very intuitive to use the method of combining numbers with shapes, that is, to explain the fact of quantitative relationship by using the properties of graphics.

Fourth, cultivate students to develop good reading habits.

1. Teachers' reading requirements for students should be gradually improved.

First of all, we should gradually improve from easy to difficult according to the content of the textbook. From popular, simple and intuitive content to complex and abstract content. Second, according to students' reading ability, step by step from low to high. At first, students can be guided to read after the teacher explains, and gradually transition to the difficult part of the teacher's explanation and the easy part of the students' reading. Finally, let the students read through the textbook, write an outline or make a table by themselves, and the teacher will check the reading effect and give comments and guidance.

2. Ask students to use their brains, read and write, and be careful.

You can skip reading novels, and sometimes you don't have to pay attention to details. However, due to the logical rigor of compiling mathematics textbooks, it is required that every sentence, every mathematical term and every chart should be carefully read and analyzed to understand its content and meaning. In the process of mathematics reading, important mathematical concepts, theorems and formulas need to be memorized, but the description of problems in mathematics textbooks is usually very concise, and some mathematical reasoning processes are often omitted. Sometimes, some inferences and properties of theorems are deduced by themselves, and the operation and proof processes are relatively simple. If the span from the previous step to the next step is large, you often need a pen and paper to "get through the joints" in order to read smoothly. There are also some important materials, problem-solving formats, mathematical ideas, knowledge structure and so on. In mathematics reading, students are required to write in the margin in the form of footnotes for future review and consolidation.

3. Guide students to ask questions in reading.

Students are required to learn to find, ask, analyze and solve problems in reading. Asking questions makes students observe more carefully, gradually improve their ability to find problems and make their natural thinking more thorough and profound. Over time, when reading, students will also grasp the key points and ask more why, and the profundity of thinking will be cultivated.

Paying attention to the use of mathematics textbooks (the main materials for students to learn mathematics) in teaching can cultivate students' reading ability, increase the excellent rate of students' homework and improve students' mathematics academic performance. It enriches students' mathematics literacy, cultivates students' ability to acquire and process information actively, develops students' thinking, and makes students become people who can learn.

How to cultivate students' ability to read mathematics textbooks 4 points. Ppt read the topic and know the key points of this chapter.

Understand concepts, definitions, theorems, how to calculate what can understand algebra, and how to prove this in geometry.

To understand examples, examples are the most basic questions and need to be understood clearly.

Understanding exercises, exercises in books, are almost as difficult as examples. First, use them to train you to understand the basics. Ask if you don't know.

According to the characteristics of middle school students' physical and mental development, it is an effective means to stimulate students' enthusiasm for learning. Studies have shown that middle school students can often study harder under competitive conditions than under normal conditions, and the learning effect is more obvious.

How to cultivate students' problem-solving ability in senior high school mathematics teaching ① Ensure the scientific teaching;

(2) To explore the ideological content of teaching materials and pay attention to moral education for students in teaching;

③ Attach importance to adding valuable information, examples or videos;

Teachers should constantly improve their professional level and ideological accomplishment.

How to Cultivate Students' Core Literacy in High School Mathematics I. Definition of Mathematics Core Literacy

As an important subject, mathematics is not only an application tool, but also a rational way of thinking. To a higher level, it is a kind of literacy, that is, mathematical literacy. In general teaching theory, mathematical literacy refers to the understanding and ability of basic mathematical knowledge, skills, thinking methods and applications on the basis of applied knowledge. This requires students to change their way of thinking, improvise and exert their mathematical literacy on the premise of mastering basic knowledge.

Generally speaking, the core literacy of mathematics refers to students' consciousness and ability to transform what they have learned and solve problems from the perspective of mathematics through careful logical thinking and scientific judgment methods. From the professional level, the core literacy of mathematics means that learners can express their mathematical ideological literacy in correct and standardized mathematical language through their own mathematical background and necessary literacy when solving related problems. When solving problems, we should have a clear attitude, scientific views and clear thinking. You can not only apply the laws of mathematics, but also combine the mathematical literacy of new ideas and concepts. In the face of various problems in reality, you can simplify quantification in an orderly way. Starting from mathematical thinking, you can find the literacy of solving problems from all angles.

Second, the cultivation of mathematical core literacy

1. Instructional design gives consideration to both knowledge orientation and cultural orientation.

The value orientation of instructional design includes knowledge orientation and cultural orientation. Knowledge orientation mainly refers to the knowledge content in teaching materials.

2. Pay attention to cultivating students' mathematical thinking.

In many disciplines, mathematics is the main science to cultivate people's way of thinking. On the contrary, thinking is the soul of mathematics, so it can be said that mathematics and thinking are closely linked and integrated. To learn mathematics well, we should take thinking as the basis, improve the problem-solving ability while gaining mathematical knowledge, and then the core literacy of mathematics can be improved.

3. Test core literacy through teaching evaluation

The most direct teaching evaluation in schools is homework and exams. When designing examination questions, teachers should not only follow the curriculum standards of the Ministry of Education and accurately reflect the requirements of mathematics for students' knowledge and skills, but also optimize the design based on dimensions, gradients and correlation, and pay attention to the investigation of students' literacy. The so-called dimension refers to the knowledge and skills to be examined. Gradient means that the exam questions should be graded, and different answers can be given corresponding grading and reasonable evaluation. Relevance refers to the intersection of knowledge points in the same test question, which can be the intersection of knowledge points in chapters or disciplines.

In a word, when designing teaching, teachers should not only have the microscopic goal of letting students master what they have learned, but also take the cultivation of students' mathematical core literacy as the big goal when imparting knowledge.

High school math textbooks are really different. There is no difference in the knowledge structure arrangement between version A and version B of PEP, that is to say, the content of learning is the same. However, version B of solid geometry (the textbook standard name is Chapter 9 of Geometry of Lines, Planes and Simple Geometry) has more contents than version A, and the catalogue arrangement is slightly different, and the rest are the same.

If the knowledge of plane vector learned in senior high school is solid enough, we will not feel strange when learning this part of knowledge of space vector. We can master this part of knowledge well by raising the thinking perspective from two-dimensional plane geometry to three-dimensional geometric space and using analogy thinking more. Space vector is the concrete embodiment of the combination of numbers and shapes in the field of solid geometry, and it is also the extension of plane analytic geometry to three-dimensional space; As a mathematical method that has been paid attention to in recent years, it should be added to teaching materials. But perhaps in order to highlight the independence and sense of space of solid geometry knowledge, the textbook intends to add space vectors to the catalogue as a method supplement.

This has something to do with the division of arts and sciences, but it has little direct relationship. In some provinces, the unified learning textbook B (this is the case in Hunan and Hubei), "space vector" is not a necessary knowledge point in the college entrance examination outline, but if you can master this tool well, you can get twice the result with half the effort when solving a series of solid geometry problems.

By the way, what is directly related to the division of arts and sciences is the mathematics textbook of the third volume of senior three. At that time, the third book was divided into elective one and elective two. I am a textbook for liberal arts students, and I am a science student. Therefore, there is no essential difference between the two versions of the second volume, and of course there is no need to learn both.

The curriculum standard of how to cultivate students' computing ability in high school mathematics teaching points out that "students are the masters of learning." Teachers are organizers and guides of learning activities. "Quality education requires teachers to change students' traditional passive education status into active knowledge-seeking status. In teaching activities, teachers should not only impart knowledge to students, but also guide students to cultivate the ability to consciously seek and acquire knowledge. To this end, we must fully reflect students' autonomous status in teaching.