We often encounter such a situation in teaching: students study hard and the classroom atmosphere is good. Can do homework but make a big mistake; After the papers were handed out, the students said regretfully, "I can do it, why did I make a mistake?" "How could such a simple question go wrong at that time?" This situation, parents, students and some teachers often come down to not being serious. In-depth analysis, is it careless? In fact, what is exposed behind carelessness is the weakness of students' ability to examine questions. There is a very important process from students seeing the topic to solving the problem, which is the examination of the topic. Examining questions is the basis and guide to solving problems. The ability to examine questions is a kind of ability to obtain information, analyze information and process information. It needs to be based on a certain level of knowledge, and it needs good reading habits and effective thinking methods to ensure it. The acquisition of this ability needs a long-term process of learning, accumulation, reflection, consolidation and development. The ability of primary school students to examine questions directly affects the correctness of the problem-solving process. We began to reflect on why students' ability to examine questions is so weak. What is the reason? Besides the students' own factors, is it related to our teaching? How can we cultivate students' ability to examine questions?

1. Analysis of the reasons for students' weak ability to examine questions

1. Teachers' teaching reasons

(1) does not pay enough attention to the cultivation of students' habit of examining questions. From the teaching process, teachers are always worried that they can't finish the teaching task, or the teaching content is incomplete, and they rush to finish the prepared content when preparing lessons. Teachers regard classroom teaching as completing teaching tasks, rather than considering what students should learn. How much did the students learn?

(2) Arranging substitution makes students dependent. After-class exercises can not only consolidate knowledge and feedback information, but also cultivate students' ability to examine and analyze questions. The substitute class arranged by the teacher makes the students lose this opportunity, and the students rely on the teacher's analysis and explanation. Subconsciously, middle school students have lost their enthusiasm and habit of thinking. Problems were exposed during the exam, and the teacher thought that he taught and spoke very well.

Yes, but students don't study. They think students' ability is not good. In fact, this is the result of the teacher's eagerness to achieve success.

2. The students themselves.

(1) Less knowledge reserves

Primary school students' literacy ability is limited, and they often encounter words they don't know or understand when reading questions. Therefore, the phenomenon of "reading half a word" or not reading at all appeared, which led to the confusion of the meaning of the question; Even if you can barely finish reading, you will understand the meaning of the wrong question if you pause incorrectly or don't understand the meaning of the word. Example: Some students don't know the new words in the topic requirements, so they can't understand the meaning of the topic correctly when they are blindfolded.

(2) Negative psychological factors

Students often encounter psychological obstacles in the process of examining questions. Therefore, in order to improve students' ability to examine questions, teachers should actively, actively and consciously start from students' psychological tendency, analyze the main reasons that cause obstacles in examining questions, and take effective measures to help students open the door to thinking. Combined with teaching examples, this paper analyzes the main manifestations of obstacles in examining questions:

① mentality

Thinking set can also be called thinking inertia, which is a habitual thinking tendency. It refers to the habitual and formatted way of thinking formed by students in their study practice. Faced with problems, they will naturally think and deal with them along a specific thinking path. Thinking set is helpful for students to deal with simple learning problems, but for new and relatively complex problems, it is often manifested as blind treatment and lack of breadth and depth of thinking. When doing a problem, children often don't finish reading it, or after reading it, they do it according to the "old impression" without thinking. As soon as the students saw the topic, they thought they had done it at ordinary times. The main reason for this mistake is the negative influence of "thinking set".

② Lazy psychology

Laziness is a kind of psychological manifestation of indolence, lack of progress, lack of sense of responsibility and lack of time concept. The inertia of primary school students is particularly prominent, which is not only reflected in their usual activities, but also deeply affects their thoughts. Some people, because of their strong dependence at ordinary times, take the initiative to give up when they encounter problems that need to be considered, hoping to rely on others. It is manifested in the examination of questions, that is, when you encounter a long and difficult topic, you don't think about it or even read it carefully, and you take the initiative to classify it as a topic that you can't do.

(3) the bad habit of examining questions

Many students are eager to succeed in writing questions. Lack of patience and care when reading questions. They often scan them with their eyes and are eager to start writing. You can't make a correct and comprehensive observation of the topic when reading. Often attracted by some superficial phenomena, such as bright colors and cute images in the picture in the title. When you encounter a long topic, you can't read it completely, and you can't take it out of context. When you meet words you don't know, you just guess, not read and think carefully.

2. Teach children effective test methods.

(1) Reading aloud is the basis of defining the exam.

Examining questions is the first step to cultivate the ability of examining questions. By reading the questions, make students clear the meaning of the questions and prepare for further thinking. In teaching, teachers should clearly define the form and requirements of reading questions according to the age characteristics of students. If middle and senior students can read aloud, quietly and silently, read sentences through, without missing words or adding words, it needs teachers to guide reading methods in a planned and purposeful way.

1, read carefully and accurately. We often find that many students often sweep their eyes when solving problems, because they think this is a common problem, so they are eager to start writing. In fact, the topic is not what they "experienced", but the meaning of the topic has changed. In order to cultivate students' serious and rigorous study habits, I ask students to read the questions aloud in my usual teaching. At the same time, students are required to read the questions quietly after reading, understand the meaning of the questions in detail, and gradually improve their reading ability.

2. Speak like a book and read questions. Chewing words is to be good at grasping the keywords, words or sentences in reading questions, fill-in-the-blank questions, true-false questions and multiple-choice questions, and accurately understand their meanings. Grasping the important and difficult points in the process of reading and examining questions is the highest realm of studying and examining questions. Once students can find the key words and sentences in the process of examining the questions, and can carefully taste and think here, and find the meaning behind the words, they will reach a comprehensive artistic conception. Therefore, I ask students to read in three steps: in the first reading, we should solve unknown words and incomprehensible words to clear the way for fluent reading; In the second reading, we ask students to think while reading and draw key words. The third time, the exact meaning of words, words and sentences has been carefully scrutinized, and the meaning of the question has been understood. Only when students form the habit of careful deliberation and repeated chewing can they really understand the meaning of the question. In order to show students the process of careful reading and careful deliberation, and to strengthen their consciousness of careful examination of questions, I ask students to circle and mark important words while reading questions to remind themselves. Of course, the so-called reading can only be done in normal training, and the real exam can only be read silently.

3. Strengthen training and encourage in time. On the basis of teaching examination methods, teachers should give students strict examination training and enthusiastic encouragement, so as to cultivate their habit of taking exams seriously and improve their examination ability. In the usual teaching, I also encourage students who circle the key words and answer them correctly. It is based on this multi-form and multi-channel guidance and training students' habit of carefully examining questions. Thereby greatly improving students' ability to examine questions and the accuracy of solving problems.

(2) Careful observation is a comprehensive guarantee for the examination of questions.

A correct understanding of the meaning of the topic requires a correct and comprehensive observation of the topic. Psychology believes that observation is a purposeful and planned perception of human beings and an advanced form of perception. At the same time, observation and thinking are closely linked. In the process of observation, thinking activities are accompanied from beginning to end. Teachers should also consciously guide students to learn to observe, cultivate their observation ability, and then improve their ability to examine questions.