Einstein said, "Interest is the best teacher." Teachers should try their best to guide students to participate in mathematics learning, so that students can truly feel the inner beauty of mathematics and have an inner interest in mathematics itself. So how to make students interested in math reading? Making good use of the reading materials in the textbook, the textbook has set up "reading" and "mathematics laboratory", paying more attention to guiding students' interest in mathematics learning. Some of these contents are in line with the age characteristics of students, and some are close to life, which will arouse students' interest. When students have a strong interest in mathematics learning, their thinking will be active, their energy will be particularly abundant, and the effect of memory and thinking will be greatly improved. They can actively learn, acquire knowledge and develop their intelligence. For example, in the Pythagorean Theorem class, students learned from the reading materials in the book that mathematicians had suggested using images of Pythagorean Theorem as the language for human beings to explore and contact with "aliens", and they became interested in Pythagorean Theorem.

Second, master reading methods

1. Use the method and read it alone. When students preview math texts or practice tests independently, only through individual independent reading can the meaning of the texts break away from the coat of language, and then glow with inner brilliance. Personal reading, there are the following methods:

(1) Speak like a book and read it over and over again. The expression of concepts, properties and laws in mathematics textbooks is highly rigorous and logical. Therefore, under the premise of reading, we should carefully scrutinize their words and phrases to help students accurately grasp the connotation of the conclusion. In practice, the author first asks students to read the content of the textbook repeatedly, and then "click" on the key words and phrases to analyze and study, so as to understand the text deeply. For example, when reading The Quadratic Equation of One Yuan: An Integral Equation with Unknown Number and Unknown Number of Order 2, guide students to grasp the three key words of "Unknown Number", "Maximum Number of Order 2" and "Integral Equation" to understand the concept of the quadratic equation of one Yuan, and at the same time discriminate the concept to help students better understand the concept. By grasping the key words and pondering them repeatedly, students can understand the essential characteristics of a class of things, so as to accurately grasp the connotation of the conclusion.

(2) Hands-on reading comprehension. We know that hands-on operation is an effective means to promote understanding and reduce difficulty in mathematics learning. Therefore, when reading mathematical materials, students can feel and experience the richness of the text through practical activities such as folding, swinging and drawing, so as to realize effective dialogue with the text.

(3) Questioning comparative reading. "Learning to be excellent is an official, small doubts are small, and big doubts are big." The process of asking questions is a process in which students gradually understand questions, and it is also a process in which thinking ability is developed and self-learning ability is improved. Therefore, when reading mathematical materials, students should aim at the problems and blanks in the materials, or ask questions, or seriously think, verify and compare the conclusions in the book, and find out the relationship between the meaning and knowledge of each concept, formula and figure. These methods can sometimes be used alone or in combination, and if they are really mastered, they will certainly achieve better results. I have shown such reading materials: A, B and C are three sides of △ABC, which satisfy a4+b2c2=b4+a2c2, thus judging the shape of △ABC. Read the following problem solving process:

A4-b4=a2c2-b2c2 from a4+b2c2=b4+a2c2, ①

That is, (a2+b2)(a2-b2) =c2(a2-b2), ②

Therefore, a2+b2=c2, ③.

So, △ABC is a right triangle. ④

According to the above materials, please answer the following questions: ① Please read the above materials carefully. Is there any mistake in this student's answering process? (2) If there is any mistake, please point out where it is. If there are any mistakes, please talk about your thinking process. After reading and thinking about the above materials, students of different levels are asked to talk about their thoughts or doubts, and then other students are asked to supplement and optimize them, and then students with problem-solving ability are asked to act out their thinking results. By reading, thinking and comparing the conclusions in the book, the students finally found the reason for the mistake.

2. Read in groups. Effective dialogue is an important feature of teaching activities. Because of students' personality differences, their understanding of the text is different. If students' reading only stays on individual understanding, it will not achieve the purpose of improving students' thinking. The number of students in each class in our school is less than 30. Faced with this actual situation, we gradually study small class education in our usual teaching and set up a "mutual aid group". Let students listen to various opinions and suggestions in the "mutual help group" to adjust and improve their self-awareness and behavior. The content of the discussion can be difficult problems in mathematics reading or typical mistakes in the learning process. The actual operation is carried out according to "reading text-intuitive demonstration-peer cooperation-teacher guidance".

The "support group" provides a good opportunity for students to communicate and learn from each other. Students engage in equal and in-depth dialogue with an open and frank mind, which is an internal factor to ensure students to understand mathematics.