Even the first-grade children should be made aware of the importance of examining questions and strengthen their sense of responsibility. In the usual teaching, teachers should set an example, carefully examine the questions, and at the same time leave enough time for students to examine the questions as much as possible. Students can read by themselves, at the same table and by roll call. Students can read repeatedly in various ways to understand the meaning of the question. Students have made mistakes, so they should be allowed to correct them and find out where they are. Why did you do something wrong? Make students know that they have answered the wrong question because of carelessness, know the disadvantages and harm of carelessness, and attach importance to heartfelt deliberation, so as to realize the importance of deliberation.

Second, teach students the method of examining questions.

In my opinion, the examination of the questions is not simply a question of looking at the requirements of the questions. They should be given some skills and methods to examine questions. Combined with my years of experience in mathematics education, I summarized the following methods:

Teaching students the purpose, requirements and methods of examining questions

When giving a lecture, the teacher should not let the students do the problems as soon as they meet new problems. but

Let the students read the question twice and tell us what it is and what we should do. What kind does it belong to? What are the steps to do this kind of problem? What should I pay attention to when doing the problem? After a long time, students will naturally think and take the initiative to think before doing the problem.

2. Annotate the subject requirements.

Some teachers said that this is how I usually teach students to read questions. Why can't students understand the questions? Then I want to ask you: "You asked, did the students really do it?" Can you see it? " If you want students to read and examine questions according to your requirements, you must have a set of means to monitor students. This requires students to circle the key words in the topic when reading the topic, which is helpful for students to think and analyze the topic. Seeing the keywords and labels they draw, you can know what they think. Even if the topic is wrong, we can know where their analysis is wrong and whether they are serious about it. In this way, teachers can carry out targeted teaching, and the situation of students will be clear at a glance.

Write the process of analysis

In the teaching process, teachers should put forward different requirements for students according to different types of questions, so that students can do it according to your requirements when doing problems. And write a brief analysis process in the topic, so that the teacher can urge and supervise the students. I did this in the process of flat education, for your reference only:

A) a relatively large theme

When doing a big problem, I asked the students to work out the numbers on both sides of the circle and write them down under the formula. After calculating the figures, look at the figures on both sides and compare them. When comparing the topics of two-step calculation, I asked the students to draw the first step on the line, write the numbers under the line, write the last number on the formula and circle it. Finally, just compare the two numbers in the circle above. Through the practice of this method, the correct rate of students has been improved a lot, and the rigor of students' mathematical thinking has also been cultivated.

B) unit conversion

The topic of unit conversion is difficult for students to do. So when I ask students to do the questions, let them look at different units on both sides first, so that they can fill in the blanks directly by comparison; If it is not the same, students are required to unify their units, first write the unified situation on it, and then compare the unified units with the original ones, so that students will not scribble when doing it, but just think with their own brains.

C) teaching to solve practical problems

To solve practical problems, I pay attention to cultivating students' analytical ability, so that students can mark conditions and problems, connect two directly related conditions with a curve and write "?" I'm going. . In this way, the teacher will know at a glance that students should first solve a problem according to the above two conditions, and then do the problem after drawing. In this way, the teacher can see the students' thoughts at a glance through a few simple symbols. This can force students to think and think. For continuous application problems that are greater than one and less than one, I ask students to find out the conditions related to the problem and think about what they should know first to find this quantity according to this condition, so that they can use "①?" Show it. In this way, students only need to work out the unknown quantity according to another condition, and finally calculate the last question, so that students are not easy to make mistakes and their thinking process is clear. Teachers can also accurately judge whether students' analysis is correct and whether they have carefully analyzed it.

D) calculation problems

When students do vertical calculation problems, they often copy the numbers and operation symbols wrong. In view of their situation, I ask students to read the formula before doing the problem, and then write it vertically. Read it again after writing to see if it is different from the horizontal style, then calculate it as usual and check it after calculation, so that the error rate is obviously reduced.

When doing calculation problems filled with equations, students don't want to ask the teacher what to do when they see so many numbers and formulas. In view of this situation, I let the students observe and ask: "If you want both sides to be the same, what should they have?" The student said, "Count". "So which side can we count now?" Students can see at a glance that all the figures are told to us and we can work out the figures. At this time, I will let them try to work out the numbers first. As soon as the students figured it out, they immediately said, "It's so easy!" And ask students to write down the calculated figures on the formula. In the future, even if there are more steps, students will calculate first and then fill in the blanks. I won't ask the teacher again. What should I count first and then what should I count?

Third, develop a good habit of reflection after the question.

Reflection after solving problems refers to the review and reflection on the process of examination, the ideas and methods of solving problems and the knowledge used in solving problems. Only in this way can we effectively deepen our understanding of knowledge and improve our thinking ability.

1. Rethink the examination process: When examining questions, sometimes you can quickly grasp the essence of the problem and find ideas and methods to solve the problem, sometimes you are blocked many times, and then "inspiration" suddenly comes. In any case, thinking is very intuitive. If you reproduce this thinking process in time after solving the problem, try to trace back how the "inspiration" came into being and why it was blocked many times, which will play an important role in finding the mistakes in the examination process, summarizing the thinking skills in the examination process, systematically classifying the questions done and improving the analysis and comprehensive ability.

2. Rethink the ideas and methods of solving problems: the flexibility of solving problems is closely related to the number of students' problem-solving methods and their proficiency in using them. Students always use the first thinking method to solve problems, and the first thinking method is often a method they are familiar with. Therefore, reflecting on whether there are other solutions after solving problems can enable students to master and master new methods, broaden their thinking and enhance the flexibility of solving problems.

3. Reflect on the knowledge and skills used in problem solving: After solving the problem, reflect on the basic knowledge and skills applied in the process of solving the problem, think about what knowledge and skills are used when solving the problem is blocked, why mistakes will occur when applying these knowledge and skills, and why applying other knowledge and skills will make the problem solve smoothly. This can deepen the understanding of "double basics", grasp their scope of application, and enhance the ability of applying knowledge to solve problems.

The ability to examine questions and the ability to examine questions cannot be equated. The ability to examine questions is not achieved overnight, but requires a long-term process of learning, accumulation, reflection, consolidation and development. It requires teachers to infiltrate daily teaching purposefully, guide students to practice and examine questions persistently, and achieve "eye-to-eye, mouth-to-mouth, hand in hand, heart in heart". In practice, students' ability to examine questions is gradually improved, and students' good habit of examining questions is cultivated.