In primary school mathematics learning, a lot of space is used to calculate and solve problems. As a link that runs through the whole study, the importance of examining questions is particularly prominent. Good habit of examining questions directly affects the problem-solving ability of primary school students. However, due to the inability to scientifically examine questions, a series of learning difficulties have been caused, which has invisibly increased the learning burden of students. Under the current environment of advocating effective teaching, improving teaching quality and reducing students' learning burden, it is very necessary to explore the topic of "how to cultivate primary school students' ability to examine mathematics questions".

First, the performance of primary school students' ability to examine questions

Examining questions is the first step and the most critical step to solve problems reasonably and effectively, so "examining questions" is the premise and foundation to solve problems and the fundamental guarantee to answer questions correctly. The "Mathematics Teaching Syllabus for Primary Schools" also clearly points out: "In the primary school stage, it is of great significance to enable students to learn mathematics well, cultivate their interest in learning and develop good study habits for improving the quality of the whole nation and cultivating socialist citizens with ideals, morality, culture and discipline." However, this most important step is often ignored or despised by most students in practice, which directly affects the speed and correct rate of students' problem solving, and indirectly leads to students' fear and panic about mathematics learning. It is very common for primary school students to solve wrong questions because of unclear exams. After careful analysis, it can be divided into the following situations:

1. Answer questions blindly, and write before examining the questions.

Students who have a bad habit of examining questions often write immediately after they get the questions, without carefully reading the questions and analyzing the purpose and meaning of the questions, so they are blind in solving problems. This is the most common phenomenon. In application problems, the mistakes written without examining the questions are even more varied and strange.

2. Set your mind, stick to the rules and don't turn.

By the middle of primary school, students have been exposed to many topics, especially when practicing on special topics, and one kind of topic is often repeatedly trained. To a certain extent, this makes students form a "mindset" on the topic. The mistakes caused by improper use of mindset are more serious, because this situation is the easiest for students to relax their vigilance and the most difficult to find mistakes.

I can't catch the key words, I am in a hurry.

In solving problems, especially when there are many data and long topics, many students feel that they are in a hurry and have no way to start.

4. The concept is unclear and the understanding is biased

Because many concepts in the textbooks are vividly described, students seem to understand them quickly, but when they do the questions, they reflect their unclear understanding of the concepts. It is much easier for primary school students to memorize than to understand, so the deviation of examination questions caused by unclear concepts is the most difficult problem to solve.

5. Emotional fragility and irritability.

Nowadays, most primary school students are only children, and their families are spoiled and their willpower is relatively weak, which is very unfavorable for learning. In math learning, you will often encounter problems that need to be analyzed with your brain. At this time, if you don't have a strong interest, the courage to solve problems, and the will to examine problems patiently, then he will easily lose his initiative and be forced to learn.

Second, the strategy of cultivating primary school students' ability to examine questions

Guiding students to read and examine questions is an indispensable link in mathematics teaching. The so-called "teaching people to fish is better than teaching them to fish" has more long-term significance than teaching them countless mathematical knowledge. So how to cultivate students' ability to examine questions in practical teaching? Combined with my own teaching experience and reflection, in view of the five current situations analyzed above, I put forward the following corresponding strategies:

1. Strengthen the training of reading questions and form the habit of consciously examining questions.

In the usual teaching, teachers should always remind students to form the habit of examining questions, curb bad problems and demand "mouth-to-mouth, eye-to-eye, hand-to-heart". Reading questions is the first step in examining questions. When reading the questions, don't add words, don't miss words, read the questions smoothly, and form the habit of reading them two or three times. In the usual teaching process, students should read the questions carefully and get a preliminary understanding of the meaning. Then carefully scrutinize the words, words and sentences, accurately understand the meaning of the question, and then solve the problem on this basis. Especially junior students are required to point their fingers at the part they are reading, and their hands, mouth, eyes and heart are integrated. When doing some calculation problems, students are asked not to do the dead calculation immediately, but to think about whether simple calculation can be used, which not only improves the speed of doing problems, but also improves the accuracy of calculation. This kind of training requires teachers to put their minds right first, not to do more problems in a hurry, to be quick and to persist. On the basis of reading the questions for the first time, teachers guide students to circle the key words (see the quantitative relationship) and focus on them, so as to remind themselves to see clearly the relationship between the known and the unknown, and create a good prerequisite for correctly analyzing the quantitative relationship and solving application problems. After such a thinking process, students believe that the correct rate is obviously improved.

At the beginning, teachers should be willing to spend time "forcing" students to examine questions and make the above two steps in place rather than become a mere formality. Over time, students will naturally develop the habit of carefully examining questions. The teacher's responsibility is to "force" and "let go". Students' exam training needs a long process, so that students can truly realize that exams are an important basis for correct answering exercises. Students should not only have the consciousness of examining questions, but also have the strategy of examining questions. I believe that students' problem-solving ability will be improved.

2. Pay attention to the understanding of mathematical concepts and read the key words and technical terms in the topic.

Due to the limitation of age, students' intelligence and understanding ability are still in the development stage. Primary school students, especially junior three students, are relatively poor in understanding ability, unable to correctly understand the words in the topic requirements or the conditions implied in the topic map, unable to grasp the key to the topic, resulting in principled errors. Therefore, students are required to mark the requirements of the topic with some wavy lines, key figures and circles, identify some key words, words and sentences, and develop the habit of marking while reading, which is helpful to solve the problem. For the understanding of mathematical concepts, in concept teaching, we should not only stay in literal memory and simple understanding, but also infiltrate the concepts with different difficulty gradients to make the concepts concrete and practical.

3. Analyze the explicit and implicit conditions in the topic to guide students to think and explore.

Students are afraid of solving application problems, and often fail to pass the exam, and they will not analyze what problems can be solved by the conditions revealed in the problems, let alone the conditions implied in the problems. This requires teachers to give more guidance and pay attention to this training in the teaching of examining questions.

4. Guide students to observe problems, compare, classify and supplement.

There are not many types of calculation problems and application problems in primary schools, so we can carry out thematic classification teaching. Of course, the idea of classification can also be infiltrated at any time in the usual teaching, and various calculation problems and application problems can be compared, classified and supplemented. This is not to increase the burden on students, but to guide students to sort out the main lines in a muddle, reduce the difficulty of students' learning, and at the same time infiltrate some very important mathematical methods. Of course, this kind of classified teaching can't be done in one step, and it can't be promoted by pulling out seedlings. Instead, it should be classified and summarized in time according to the current learning situation of students. I believe that after such teaching, students will naturally classify problems and consciously come up with solutions.

5. Cultivate students' good habit of careful inspection.

Pupils often don't have a good habit of checking, which requires the guidance of teachers, so that students can appreciate the benefits of checking, and reward them according to their actual situation to form an atmosphere. Examination is also the final remedy for the examination questions.

6. Encourage and guide more, advocate more observation of life, and enhance students' willpower.

Mathematics teachers, whether they are class teachers or not, also shoulder the heavy responsibility of education. Therefore, we should also carry out corresponding ideological education in peacetime teaching, especially the cultivation of willpower. Do more interesting but patient activities in mathematics teaching to enhance students' will. This is conducive to the long-term development of students.