Reading is an important activity in human social life, the main means of acquiring knowledge and an important way of understanding the world. With the development of society, the progress of science and technology and the "mathematization of society", reading becomes more and more important. Mathematics is not only a subject but also a language. Mathematics teaching is also the teaching of mathematics language, which cannot be separated from reading. Reading is the main form of self-study, and the core of self-study ability is reading ability. Therefore, the main task of teaching students to learn is to teach students to read and cultivate their reading ability, which also directly affects the quality of reading. Suhomlinski once said: "The way to make students smarter is not to make up lessons, not to increase the amount of homework, but to read, read and reread. Students with poor reading ability are potential poor students. If he is not taught to read quickly in primary school, he will encounter insurmountable difficulties in his later study. " It can be seen that it is particularly important to cultivate students' mathematics reading ability and excellent mathematics reading habits and methods, which is of great significance to improve students' mathematics learning level. However, in primary school, teachers always feel that students are young, have weak understanding and poor autonomous learning ability, and dare not let students acquire new knowledge through reading. In class, students often attend more lectures, have more activities, have more discussions, have more courseware and read less. This teaching situation is not conducive to the cultivation of students' autonomous learning ability, but also has a great negative impact on the formation of lifelong learning consciousness and ability.
The mathematics textbooks used by primary school students are compiled by many experts according to the new curriculum standards and combined with the knowledge structure and age characteristics of primary school students. In the process of compiling, many factors, such as students' psychological characteristics, acceptance ability, mathematical subject characteristics and so on, are fully considered, which has high reading value and should be understandable by primary school students. Therefore, we can use the existing textbooks to carry out reading teaching and cultivate students' mathematical reading ability.
1. Stimulating students' reading interest and making them read consciously is the premise of cultivating students' reading ability.
Psychology believes that interest is the tendency of psychological activities, the internal motivation of learning and the key to developing intelligence. With interest, students can have a strong thirst for knowledge and take the initiative to learn. "Interest is the best teacher." To cultivate students' good math reading habits and improve their math reading ability, we must first stimulate students' interest in reading and make them want to read, love to read and enjoy reading.
1. Create problem situations to stimulate reading interest.
Teachers should create problem scenarios according to the psychological characteristics and age characteristics of primary school students, and connect mathematics knowledge points with familiar real life. By providing students with vivid, real, interesting and concrete mathematical problems, we can explore the ideological value, stimulate students' curiosity and thirst for knowledge, stimulate their interest in reading, and make them unconsciously enter the hall of mathematical reading.
For example, when learning "the basic nature of proportion", let students see that the former and latter items of proportion are different through calculation, but the proportion is equal. What are the rules in it? When students report the law they have discovered, they will ask, how to express this law in a complete mathematical language? Then please read the textbook. Creating reading situations according to textbooks will inevitably arouse students' interest and initiative in reading textbooks, and the reading effect will be better.
2. Make full use of extracurricular mathematics reading materials.
Extracurricular reading refers to small mathematical historical materials and knowledge attached to textbooks, mainly aiming at the background introduction, knowledge extension and practical application of important mathematical concepts in textbooks. Materials often contain rich mathematical ideas, mathematical methods and problem-solving skills. For example, in the new textbook, after learning negative numbers, the textbook will have "Do you know?" This paper introduces the usage of negative numbers in ancient China recorded in Nine Chapters Arithmetic. After studying the hours, minutes and seconds, the textbook introduces that "in ancient times, our ancestors used a dripping instrument to time, called an hourglass". On the one hand, an ancient timing tool is introduced, and at the same time, ideological and moral education is infiltrated to stimulate students' national pride.
3. Encourage the evaluation of language and improve students' reading enthusiasm.
It is a pleasant thing to be praised and affirmed by others, especially for adults and children. Therefore, teachers and parents should give timely and appropriate incentives to children's conscious reading behavior. When they see him reading carefully, they should give him a smile, nod gently, fondle his little head kindly, sometimes just approach him to look at the titles he has read, and sometimes recommend the books he has read to everyone ... These small movements and expressions will inspire him; At the same time, in some activities, such as "telling a story about mathematicians", "compiling a series-writing a mathematical tabloid", "writing a story-writing a mathematical reading diary" and "performing a performance-demonstrating the process of solving classic problems-demonstrating the process of mathematical experiments", each activity is appraised and commended. Positive evaluation of children's reading behavior on some occasions will make him more and more motivated and interested in reading. Teachers' encouragement and praise are the motivation and catalyst for students' interest in reading, which plays a role in fueling the situation.
Secondly, strengthening guidance, mastering reading methods and optimizing reading skills are the keys to improve students' reading ability.
Because of the refinement of mathematics learning content and the abstraction of mathematics language, many students do not regard mathematics texts as a relaxed and happy thing, and often "skim" or "swallow" the dates when reading. Therefore, teachers should strengthen the methods of guiding students to master mathematics reading, so that students can read from willingness to ability.
(A) math reading needs to be careful.
In daily teaching, we often find that some students have high accuracy in calculating problems, but when they encounter problems such as judging and solving practical problems, they fail to understand the meaning of words in the problems or read them correctly, resulting in many mistakes. Only by reading carefully and understanding the meaning of the question can we solve the problem correctly. For example, there is a judgment question entitled: Judge the following questions (mark "+"correctly and "-"wrongly). Many students don't understand the meaning of the question, but they ask to do it according to the right "√" and the wrong "×", which leads to the loss of points in the question. The reason is that they didn't read the requirements before doing the exercise, so it is impossible to complete the exercise correctly according to the requirements. This is actually not to develop good reading habits. In fact, many students can't accurately understand the basic language in mathematics, and even solve problems. For example, "how many units should the store sell at least after adjusting the price to reach the predetermined turnover?" Many students can't correctly understand the relative word "at least … achievable" in the question. Therefore, only by cultivating students' good study habits of carefully reading the questions and the requirements of the questions before doing them, and gradually cultivating their mathematics reading ability, can we fundamentally reduce and put an end to the above mistakes.
(2) Teach students to learn to read first, read carefully and read intensively.
When reading for the first time, first understand what to learn; Discuss problems and understand knowledge when reading carefully; Let the students ask questions and ask difficult questions in intensive reading. The ancients said, "Learning is expensive, knowing doubts, making small progress with small doubts, and making great progress with big doubts." Taking the initiative to question and ask difficult questions is the embodiment of active learning, so in "reading", students are encouraged to question and ask difficult questions boldly and explore actively, so that students can solve their own problems. Problems that students can't solve independently are discussed in groups and solved together. Some problems let students find information to solve after class, and students form a positive learning atmosphere.
For example, when I teach the course "The Meaning of Percent", I instruct students to know what to learn as soon as they read it. When reading it carefully, I think about the teacher's question: Is the score with the denominator of 100 a percentage? When is a number with a denominator of 100 a percentage and a number with a denominator of 100 a fraction? Students understand and master the meaning of percentage when reading carefully. In the intensive reading class, there is a period of time for students to ask questions and ask difficult questions. Students ask questions. Why do fractions with denominator 100 have fractions and percentages? What's the difference between a score and a percentage? The teacher is in no hurry to express his position, let
(3) Optimize the process and improve reading skills.
The process of mathematics reading should be a positive thinking process. Mathematics reading can't be browsed only by eyes, but should be coordinated with eyes, mouth, hands and brain.
1. Read fluently. Mathematics reading needs to chew mathematical concepts, formulas, laws and other knowledge repeatedly to understand accurately.
2. Read by hand. The first is to draw a circle. Teach students to express different meanings with various symbols, so as to strengthen the focus and key of reading, so as to achieve independent reading and understanding, and know fairly well. For example, in the teaching of "application questions", students can read the questions and circle them-what information appears in the questions. The second is hands-on operation. Instruct students to practice while watching the content, and gain new knowledge and in-depth understanding by cutting, spelling, folding, measuring, swinging, drawing, observing, comparing and personally experiencing. For example, in the teaching of "axisymmetric graphics", students can draw a picture to intuitively describe and experience the characteristics of axisymmetric graphics. The third is pen practice. Read the script, try to calculate and verify the reasoning; Practice after reading to form skills; Read again after practice, reflect on mistakes, sum up experience, review and internalize, and change "thick" into "thin"
3. Use your brain when reading. Mathematical knowledge is systematic and closely related. Before and after contact, old and new contact, mutual transformation; New knowledge is transformed into old knowledge, and old knowledge is used to solve new problems. In teaching, teachers always demonstrate and explain, which will bind students' hands and feet and is not conducive to students' active learning. Teachers should be good at using the medium of "language intelligence" to communicate "mathematical logic intelligence", support, guide and teach students to read carefully, identify and use the same factors among knowledge, and seek solutions to problems. For example, question 10 on page 64 of Book 10: Write all the simplest true fractions with denominator of 9. To complete this problem, we must think from the following three aspects: the denominator is specified as 12, simplest fraction, and the true score. It not only cultivates the rigor and comprehensiveness of thinking, but also connects knowledge in series. By reading, linking old knowledge with new knowledge, we can not only review and consolidate old knowledge, but also master new knowledge and distinguish confusing concepts, which can make students realize the transformation from mechanical reading to meaningful reading, let students experience and master mathematical thinking methods in reading, and really improve reading effect.