There is a very important process from the time children see the topic to the time they begin to solve it, that is, the examination of the topic. Starting from the lower grades, we should pay attention to the cultivation of students' ability to examine questions, help students develop good habits of examining questions, and form strong ability to examine questions.
Guidance on reading methods. Because of different grades, children's ability to read topics is different: children in lower grades don't have much literacy and don't have a certain degree of silent reading ability. I usually ask them to point to the topic, read it out loud, and say the meaning of the topic after reading it. At the same time, ask the children to read the topic silently after light reading and understand the meaning of the topic in detail again. For middle and senior children, I often ask them to read aloud, quietly and silently, read each question at least twice, understand the conditions given by the question, read the questions clearly, understand them word by word, and draw the key words in the question with strokes.
Find the key words correctly. Many students can't get to the point when examining questions, because they don't pay attention to the key words in the questions, which leads to perceptual errors. For example, what is the sum of multiple choice questions: 13 eights? Choose the wrong answer. A.13× 8b.13+8c.8×13, half of the students choose a or c for this question. The key is that they don't understand the meaning of the key word "error" in the title. Then there is a lack of understanding of mathematical terms or words. Such as "double, increase to", "increase", "decrease to" and "decrease, increase, increase to" are indistinguishable. Therefore, in the usual teaching, students should be guided to circle such keywords, and special attention should be paid.
Deliberate words, phrases, sentences. The teaching of examining questions, like Chinese teaching, should make students understand the meaning of every word, word and sentence in the questions and accurately grasp the meaning of the questions. 1. Understand mathematical terms correctly. For example, if these terms are not understood correctly, it will hinder the establishment of quantitative relations. In normal teaching, we can ask students to perform "He is great! I swam back and forth four times. " Help students understand the meaning of the problem and clear the obstacles to solving it. 2. The key sentences that reveal the quantitative relationship should be scrutinized repeatedly. For example, "there are 200 books in the sixth grade, 40 more than in the third grade." How many books did you take in the third grade? " To solve this problem, we should grasp the key sentence of "40 more books than the third grade", supplement this short sentence step by step, and make the quantitative relationship clear.
Check while doing it. Check whether the numbers are copied up and down when copying the questions; Whether it is consistent when copying from draft to test paper or exercise book; Whether the answer meets the requirements of the topic, etc. In our usual practice, we must ask students to achieve the four goals of "eyes, mouth, hands and heart" and form a good study habit of checking immediately after writing.
In short, teachers should always remind students to carefully examine questions, carefully examine questions, teach students the skills and methods of examining questions, and improve the correct rate of solving problems.