First, pay attention to the reading resources of textbooks.
Bell, a famous American mathematics educator, believes that textbooks must be the source of students' learning materials, and students must pay attention to their own reading of mathematics textbooks. At present, in many open classes, we can't see the teacher explain it in simple terms and beautifully with textbooks. Instead, the teacher asks the students to do exercises after class, and then summarize and assign homework after class, that is, occasionally let the students open the textbooks and regard them as problem sets. This is the reason why students don't understand, because there is no teaching link of reading textbooks.
There are two kinds of reading of mathematics textbooks, one is comprehension reading, including the introduction of mathematics history, the origin of mathematical symbols, the kaleidoscope of mathematics, the reading of mathematical stories and so on. Although there are only a few short sentences, I always ask students to understand the background of the story, consult materials, read allusions and tell them in the form of stories. The other is reading textbooks. The textbook is illustrated with pictures and texts. Because there are few words, the relevant concluding words in the materials are even more precious. It is difficult to understand the meaning without careful study.
Second, cultivate scientific reading methods.
To cultivate students' mathematics reading ability, we must teach students the steps and methods of mathematics reading, as well as the scope and requirements of mathematics reading. Therefore, different reading methods should be adopted according to different topics in teaching.
1. Math textbooks are like compressed biscuits. You need to chew slowly, or you will get indigestion. Mathematics reading should not read quickly, but should chew words carefully. The concepts, properties, laws, formulas, problem-solving methods, operation steps and other expressions in textbooks should be read carefully and carefully, and their words and expressions should be scrutinized repeatedly to find out the conditions for the conclusion to be established and accurately grasp the connotation of the conclusion. For example, when learning the "trilateral relationship of a triangle", when students come to the conclusion that "the sum of two sides of a triangle is greater than the third side" through operational observation, the teacher asks the students to open the book and see what the conclusion in the book says. Why do you want to add the word "arbitrary"? The students perfected their understanding in the discussion and realized the simplicity and accuracy of mathematical language. For example, when learning the understanding of reciprocal: "Two numbers whose product is 1 are reciprocal." After reading it, students can be guided to deliberate from the following aspects: What are the two numbers whose product is 1? Please give an example; (2) Why is zero not a reciprocal? (3) What is the meaning of "reciprocity"? Delete "mutual" line? Furthermore, it turns out that 1 are these two numbers reciprocal lines? Please express your thoughts and opinions; This approach, which is close to the conclusion, thoughtful and thoughtful, not only really solves the "why" in students' minds, but also makes students understand the reading method. In classroom teaching, there are many contents suitable for reading. Students' reading ability will be improved by consciously infiltrating reading ideas and methods.
2. Train students to read questions. In the process of repeated reading, students can not only understand the meaning of the question, but also grasp the key words and sentences, which can also play an auxiliary role in analyzing the quantitative relationship. However, some students just read the questions with their mouths without any thinking. How to make students read more valuable? I instruct students to draw valuable things with strokes when reading, such as drawing mathematical information and questions with wavy lines, drawing some keywords with triangles, marking the units between questions and conditions, and paying attention to whether the units need to be converted, and so on. Ask students to think about the relationship between these mathematical information. Through this process, students can have a comprehensive understanding of the topic and a general idea of solving the problem.
Third, broaden the resources of mathematics reading.
1. In order to improve mathematics reading ability, students should also be encouraged to read some extra-curricular books, such as Li Yupei's mathematical story collection "Detective Axe" and "Adventures on a Desert Island". These popular science books make abstract and boring mathematical knowledge simple and interesting in a popular way. There are also interesting mathematics picture books, mathematics in stories, interesting mathematics, Tan, an academician of Chinese Academy of Sciences, and mathematical nutrition dishes written by him.
2. Write math diary, summarize knowledge, and tell math stories around to provide students with opportunities for communication. I will arrange students to complete the following homework during the winter and summer vacations.
Practical activities (1) Happy cooperation with friends to complete the mathematical tabloid. The sections of this book are divided into mathematical knowledge, mathematical stories, thinking collision, discussion without exams and interesting mathematical gardens ...) (2) Write an article about math diary. (Methods: ① Find your favorite math newspaper or book and read and think; (2) Buy a notebook and write down your feelings in the form of math diary, or write down your feelings and experiences in applying mathematics in your life. )
3. Pay attention to students' writing format. Standardized, rigorous and organized writing is also a good habit of students.
Paying attention to students' reading and writing training in mathematics classroom teaching is conducive to students' understanding and expression of mathematics language and improving students' mathematical communication ability and learning level.
(Author: Primary School Affiliated to Jiangxi Normal University)
Editor in charge: Sun