(A), reading habits-the premise of examination questions
Practice shows that one of the factors that cause some students' difficulties in mathematics learning is poor reading ability, especially in reading and understanding the connotation of mathematics. Indeed, many students blindly touch the number according to the known conditions at a glance, without full consideration, which affects the formation of problem-solving ability. Therefore, it is of great practical significance to improve students' ability to examine questions and attach importance to mathematics reading. 1, read it correctly. Examination of questions is the beginning of solving problems and cultivating the ability of examination of questions. By reading the questions, make students clear the meaning of the questions and prepare for further thinking. According to the age characteristics of students, teaching should make clear the forms and requirements of reading questions, such as reading aloud, reading softly, reading silently, reading through sentences, not missing words, not adding words, making clear the plot of the topic, separating conditions and problems, and making clear the structure of the topic. Because in a math problem, reading one more word or reading one less word may have very different meanings. For example, this semester's demonstration class "Find the score of one number on another", I am talking about an example: "Hualong Shopping Mall has 65 TV sets, and 25 have been sold. How many TV sets are sold? "
After I showed the examples, I immediately showed the reading accuracy of "ability to examine questions" (1): (When reading questions, you can read aloud, quietly or silently. When reading questions, read sentences fluently, without adding words, missing words and making mistakes. )
Let the students read the questions as required, and then show the reading questions by name to see if the students read the norms and standards. People who read well should be praised.
2. mark. In order to encourage students to strengthen their perception when reading, we can guide them to mark key and important words and form the habit of reading questions carefully, which can eliminate some unintentional interference and improve their attention when solving problems. For example, some words that are easily overlooked or confused, such as "many", "few", "divided" and "divided", can be highlighted and laid a good foundation for solving problems correctly. For example, after reading correctly, show (2) marks: (Ask to find out the keywords, words and sentences in the topic and mark them)
Ask the students to find the key words, words and sentences and mark them.
Name the students to report.
3. expression. The characteristics of students' "mathematical language" and the level of mastering mathematical terms are important signs of their intellectual development and acceptance. Students with low level of mathematical language development have poor understanding ability, and often have difficulties and mistakes in understanding problems. Therefore, students should pay attention to the expression of mathematics after reading the topic, let students express the plot, problems and conditions of the topic one by one in their own language, turn the content of the topic into vivid representations, and make students correctly and completely solve the structural meaning of the purpose of geography through audio-visual speech activities. (3) Expression: (Express and summarize the meaning of the question in your own language)
Say the names of the students and express and summarize the meaning of the questions in their own words. Summarize and give affirmation and praise. Ask the students to express: "25 is the score of 65."
When consolidating exercises, we also practice according to the three steps of "ability to examine questions" The students in this class have learned very well, and they can carefully examine the questions according to this method and answer such questions correctly.
(2) Analysis and synthesis-the core of the examination.
Synthesis refers to the derivation of problems from conditions, that is, from cause to effect; Analysis refers to tracing the problem back to the condition, that is, asking the reason. With the enhancement of students' thinking consciousness, they not only understand the meaning of the problem, but also build a bridge between the known and the unknown through analysis and synthesis in their minds, and communicate the connection between them, which is the core of the examination of questions and the core link of the thinking process of solving problems. Therefore, we should pay attention to cultivating students' analytical ability and comprehensive ability in the process of examining questions.
(3) Understanding in the picture-the breakthrough of examining questions
The problem situations presented by application problems are always refined, generalized and abstract mathematical languages. Some special words or contents in industrial and agricultural production, such as engineering problems and problems encountered, are far from the actual life of students, and students lack certain knowledge and experience reserves, so it is difficult to understand the meaning of the questions. Therefore, it is necessary to rely on the illusion of reconstruction to transform the information contained in the topic into some intuitive image (such as line drawings and tables). ), and rely on intuitive perception to support abstract thinking, so as to make a breakthrough in the examination of questions and play a role in fueling the situation. With the help of the intermediary power of concrete images, we can intuitively reveal various quantitative relations in the questions, and some students with learning difficulties can also clarify the relations and effectively improve their ability to examine questions.
The ability to examine questions is a comprehensive mathematical ability. Do a good job in cultivating the ability to examine questions, students' analytical judgment and reasoning ability and creative thinking will develop from scratch, from low to high, thus improving their ability to solve problems in mathematics.
This may not happen overnight, and it needs the unremitting efforts of the students. Come on!