In primary school mathematics teaching, operation occupies a considerable proportion. The accuracy of the operation depends largely on whether the examination is correct. Therefore, strengthening the cultivation of students' ability to examine questions is the key. The following is my personal opinion on how to cultivate students' ability to examine questions.

Understanding of plot and quantity. When solving application questions, the process of examining questions is to examine the plot content and quantitative relationship of the questions, know what the questions are about and what the process is, and find out the known conditions and questions that need to be answered, so as to establish a complete impression of the conditions, questions and their relationships in your mind and create conditions for correctly analyzing the quantitative relationship and answering application questions. Specifically, we should do the following:

First, reading problems and cultivating habits.

"Reading" means reading the topic carefully and getting a preliminary understanding of its meaning. Reading is the first step to understand the content of the question, and it is also the beginning to cultivate the ability to examine the question. It is necessary to cultivate students' habit of repeating, carefully reading and examining questions. Junior high school math teachers should read and guide the model essay. When reading questions, students should be trained not to add words, miss words, mispronounce words and keep sentences; And cultivate students to read independently, gradually transition to light reading and silent reading, and form the habit of consciously understanding the meaning of questions through silent reading.

Second, push the word "knock" to understand the meaning

"Knocking" means carefully scrutinizing words, words and sentences, accurately understanding the meaning of the question, and thus cultivating students' reading ability in written language. Have a correct understanding of the mathematical terms expressed in the application questions. For example, the meaning of the application of "multiple", the travel problem of "opposite movement" and "opposite movement" and so on. Students can't understand the meaning of these terms correctly, so they can't establish the quantitative relationship between them. In addition, the key sentences that reveal the quantitative relationship in application problems should be scrutinized repeatedly to understand their true meaning, paving the way for correct problem solving. For example, "students make up books. I took 127 books in the fifth grade, 28 more than in the fourth grade. How many books did you take in the fourth grade? " Maybe some students can't tell at once whether they made up more books in grade five or grade four, so we should grasp the key sentence of "28 books more than grade four" and complete this short sentence step by step in combination with the context, so as to make the meaning of the question clear, that is, "28 books more than grade four", that is, "/kloc-0"

Third, retell the meaning of the question and enter the situation

Let students retell the meaning of the question in their own words, which can promote students to further analyze the plot of the application question, turn the content of the question into a vivid representation, and let students really enter the role. For example, "Xiao Ming has 35 chickens and 28 ducks. If each chicken can produce 13 kg of eggs a year, then each duck can produce 12 kg of eggs a year. How many kilograms of eggs can these chickens and ducks produce a year? " If the students repeat this: "Xiaoming has 35 chickens, each of which can produce 13 kg of eggs a year, and 28 ducks, each of which can produce 12 kg of eggs a year." How many catties of eggs can Xiaoming's chickens and ducks produce a year? "This shows that students have really fully understood the meaning of the problem.

Retelling the meaning of the question can accurately reflect students' understanding of the meaning of the question, and is also conducive to cultivating students' generalization ability and mathematical language expression ability, thus improving their ability to examine the question.

Fourth, simulate the situation and demonstrate the ability.

Some topics can be simulated by guiding students to draw a list, so that the plot and quantitative relationship of the application questions can be displayed in front of students intuitively and comprehensively, thus eliminating the obstacles to understanding the meaning of the questions. For example, "a grain processing factory has three mills, which can grind 2 184 kg of flour in four hours. Now we need to add the same five flour mills. How many kilograms of flour can you grind in seven hours? " When examining questions, conditions and questions are expressed in tables. By sorting out the list, the conditions, problems and their quantitative relations in the problem are clear at a glance. Get the formula: 2 184 ÷ 3 ÷ 4× 5× 7 =? Another example is: "A farm grows 200 mu of rice, 80 kg of wheat, and corn is 30 mu more than wheat. How many mu of triple cropping crops does this farm grow?" -Rice+wheat+corn = * * * crops; Corn is 30 mu more than wheat (80 mu), so it is clear that the quantitative relationship can't be mistaken.

In short, as long as we strengthen the training of mathematical practice, teachers can guide students to correctly examine and solve problems, so that students can master and improve their ability to examine problems in practice.