Mathematics reading refers to a learning activity in which students rely on their existing knowledge, experience and life accumulation to mobilize their potential spiritual thinking, and through reading mathematics textbooks, text information and pictures, audio-visual materials presented by teachers, materials accumulated by students and extracurricular mathematics reading materials, they use mathematical methods and viewpoints to know, understand, learn knowledge and feel mathematics culture. Effective mathematics reading can quickly improve students' expression ability, mathematical analysis ability, reasoning ability and autonomous learning ability. Then, how to cultivate students' mathematics reading ability in mathematics teaching? Let's talk about my methods in mathematics teaching:
First, carefully prepare the self-study syllabus before class to stimulate students' interest in learning.
Shakespeare said, "knowledge can only be beneficial if it conforms to one's own interests." Interest is the biggest motivation to acquire knowledge and develop ability. Psychologist Dr. Hill said: "There is a small gap between people, that is, whether they are interested in things, but the result of this small gap is very large, that is, being interested may make you succeed, and not being interested may make you fail."
Mathematics text is different from Chinese text. Chinese texts have stories, while mathematical texts appear in a rigorous way, focusing on analysis, reasoning and abstract generalization. It is difficult for students to read math texts by themselves, so in classroom teaching, teachers should actively create situations according to the teaching characteristics of math texts to make students interested in what they need to read. Let them explore the unknown, discover new knowledge, actively read textbooks and stimulate their reading motivation. Therefore, teachers must compile self-study syllabus according to the characteristics of teaching materials and students' knowledge level and understanding ability. Self-study syllabus actually arranges a way for students to think and explore, and has a directional function, so that students can read texts according to the order and requirements of self-study syllabus, thus cultivating students' habit of reading independently.
For example, in the process of teaching "Preliminary Understanding of Rectangle, Square and Parallelogram", two graphs, the outline 1 and the observation example 1, were compiled. What are they and how many sides do they have? How many angles? What is each corner? 2. What are the characteristics of the edges and corners of rectangles and squares? 3. How many sides and angles does a parallelogram have? 4. What are the similarities and differences among rectangles, squares and parallelograms? Students are required to outline these questions like reading Chinese, read roughly as a whole, read carefully what they don't understand, and focus on intensive reading, so as to know which ones can be understood and which ones are still difficult. Let students read with requirements and questions, which can not only guide students to analyze, think, start work and use their brains in key places, but also help students consciously grasp the key points of teaching materials, find difficulties and improve classroom quality.
Second, the method of teaching students to read in class is the basis of cultivating reading habits.
Bernard said: good methods can make us give full play to our talents, while poor methods may hinder our talents. "
Method is the soul of mathematics and the link for students to form a good cognitive structure. The reading method determines the reading effect. Modern psychological research also shows that any learning is a process of learners' self-construction. Therefore, it is the key of mathematics teaching to guide and master effective reading methods of mathematics texts. However, we often hear such voices in teaching.
Student: "Oh, I'm so stupid. I read the numbers wrong again. "
"The teacher told us to preview. Have you previewed it? " "Not yet, this? The teacher doesn't check. Just look at it. "
Parents: "Teacher, if my child doesn't read the topic to him when doing his homework, he will be wrong. Is there any way? "
Teacher: "Now students really don't understand. They don't understand such a simple topic, and they don't want to think that it is possible to pass 9%. "
Why do these phenomena appear frequently in teaching? The main reason is that teachers lack specific guidance on the dialogue between students and mathematics texts. Ignoring and guiding students to acquire knowledge by reading mathematics textbooks like this will lead to students losing their interest in reading mathematics textbooks and their habit of reading mathematics textbooks to varying degrees, thus affecting the formation of students' reading ability and the improvement of their autonomous learning ability. Practice has proved that the combination of individual reading and cooperative reading can achieve better results!
1. Using this method, students who study mathematics texts by themselves must read them independently, so that the meaning of the text can be separated from the coat of language and glow with inner life brilliance. There are several good ways to read personally: (1) chew words repeatedly and read repeatedly. It means that students "click" on keywords and phrases on the basis of reading the contents of the textbook repeatedly, and conduct analysis and research, so as to have a deep understanding of the text. This method is suitable for students to read application questions, concepts, rules, formulas, problem-solving methods and operation steps. When the teacher leads the students to talk with related concepts, what are the key words that students can use "concepts"? Can you remove it or replace it with other words? Can you give many positive and negative examples? How to describe it in your own language? "Wait a minute. After grasping the key words and pondering repeatedly, let students understand the essential characteristics of a class of things and accurately grasp the connotation of the conclusion. (2) Hands-on reading comprehension. It means that students read the mathematical text many times with their own life experience and knowledge experience, and discover, explore, feel and experience the meaning of the text with the help of practical activities such as calculation, pendulum, folding, filling and drawing, so as to realize effective dialogue with the text. (3) Questioning comparative reading. Refers to the dialogue between students and the text, aiming at the problems and blanks in the materials, or asking questions, or seriously thinking, verifying and comparing the conclusions in the book, and figuring out the meaning and knowledge of every 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.
Let's take the solution ratio as an example to talk about how students question and compare reading. Show "30: 12 = 45: x" during teaching. Students generally understand it this way: solution: 30x = 12x45, 30x=540, X= 18. At this time, teachers can guide students to read textbooks in time. "The book and our plan? Can you ask your own questions according to your own understanding? Student 1: "Teacher, why don't you work out the result of 12×45 in the book first?" (Questioning) Health 2: "I know, you can subtract points to make the calculation easier. "(Interpretation) Through the guidance of teachers and students' questions and doubts, we can better grasp the method of understanding proportion.
2, with the help of "forum", cooperative reading.
Dialogue is an important feature of teaching activities. Because of students' personality differences, their understanding of the text is varied. If students' reading only stays on individual understanding, it will not achieve the purpose of improving students' thinking. Therefore, a "mutual assistance forum" can be established. Let students listen to various opinions and suggestions in the "mutual help forum" to adjust and improve their self-awareness and behavior. The "Mutual Help Forum" is held once a week, and the content can be difficult problems in mathematics reading or typical mistakes in learning. The operation of the forum is based on "reading text-peer assistance-live dialogue-teacher guidance-practice re-creation".
The "Mutual Assistance Forum" provides a good opportunity for students to help and learn from each other. Students engage in equal and in-depth heart-to-heart dialogue with an open and frank mind, which is an internal factor to ensure students' mathematics reading.
Third, "homework+math notes" after class to improve reading ability
There are many mathematical problems in real life, but students often turn a blind eye to them, so that they can't understand the relevant mathematical materials. Adding "math notes" to homework can guide students to consciously store relevant life materials and effectively help students understand the connotation of the text. The contents of "Mathematics Notes" include reflection, preview records and storage of related learning materials. For example, when previewing the "understanding of triangles", a student wrote a math note: Today, the teacher asked us to preview the knowledge of triangles to be taught tomorrow. I read the text carefully before I learned a lot about triangles. Especially the stability of the triangle left a deep impression on me. No wonder my father usually nails stools into triangles. It seems that knowledge is really useful. For another example, when studying the "Preliminary Knowledge of Statistics", students are required to investigate and record the statistical phenomena in their lives ... These living materials are very good mathematics learning materials. The development of the above activities has increased the time and space for mathematics reading and further improved students' reading ability.
In a word, guiding students to read mathematics in mathematics teaching can stimulate students' interest and enrich their mathematics literacy; It can enable students to master mathematical reading methods, improve their ability to read mathematical texts, cultivate their ability to actively acquire and process information, develop their thinking, and make them become learners. Therefore, we educators should fully provide all possible opportunities to guide students to learn math reading in a scientific way, so that our math reading flowers will be fragrant and brilliant!