(A), reading habits-the premise of examination questions
Practice shows that one of the factors that cause some students' difficulties in mathematics learning is their poor reading ability, especially their inability to read and understand the connotation of mathematics. Indeed, many students look at the questions quickly and blindly count according to the known conditions without full thinking, which affects the formation of problem-solving ability. Therefore, it is necessary to improve students' ability to examine questions. Paying attention to mathematics reading is of great practical significance. Examination of questions is the beginning of solving problems and cultivating the ability of examination of questions. By reading the questions, students can make clear the meaning of the questions and prepare for further thinking. Teaching should make clear the forms and requirements of reading questions according to the age characteristics of students, such as reading aloud, reading silently, reading sentences silently, not missing words, not adding words, etc. Clarify the theme structure. Because reading one more word or reading one less word in a math topic may have very different meanings. For example, in my demonstration class this semester, when I was talking about an example, I said that "Hualong Shopping Mall * * * has 65 TV sets and has sold 25 sets. How many TV sets are sold? "
After I showed the examples, I immediately showed the reading accuracy of "ability to examine questions" (1): (When reading questions, you can read aloud, quietly or silently. When reading questions, read sentences fluently, without adding words, missing words and making mistakes. )
Let the students read the questions according to the requirements, and then call the students to show the reading questions to see if the students read in a standardized and standard way. People who read well should be praised.
2. mark. In order to encourage students to strengthen their perception in reading, we can guide students to mark key and important words and form the habit of carefully examining questions, which can eliminate some unintentional interference and improve their attention when solving problems. For example, words such as "more", "less", "divided" and "divided" mentioned in some topics that are easily overlooked or confused can be marked with bullets, so that they can be correct.
Ask the students to find the key words, words and sentences and mark them.
Name the students to report.
3. expression. The characteristics of students' "mathematical language" and the level of mastering mathematical terms are important signs of their intellectual development and acceptance. Students with low level of mathematical language development have poor understanding ability, and often have difficulties and mistakes in understanding problems. Therefore, after reading the questions, students should pay attention to the expression of mathematics, let them express the plots, problems and conditions in the questions one by one in their own language, and turn the contents in the questions into vivid representations. Through vocal activities, students can understand the problem.
Say the names of the students and express and summarize the meaning of the questions in their own words. Give affirmation and praise to the summary. Ask the students to express: "25 is the score of 65".
When consolidating exercises, we also practice according to the three steps of "ability to examine questions" The students in this class have learned very well, and they can carefully examine the questions according to this method and answer such questions correctly.
(2) Analysis and synthesis-the core of the examination.
Synthesis refers to the derivation of problems from conditions, that is, from cause to effect; Analysis refers to tracing the problem back to the condition, that is, asking the reason. With the enhancement of students' thinking consciousness, they should not only understand the meaning of the problem, but also build a bridge between the known and the unknown through analysis and synthesis in their minds, and communicate the connection between them. This is the core of the examination of questions and the core link of the thinking process of solving problems. Therefore, we should pay attention to cultivating students' analytical ability and comprehensive ability in the process of examining questions.
(3) Understanding in the picture-the breakthrough of examining questions
The problem situations presented by application problems are always refined, generalized and abstract mathematical languages. Some special words or contents in industrial and agricultural production, such as engineering problems and problems encountered, are far from the actual life of students, and students lack certain knowledge and experience reserves, so it is difficult to understand the meaning of the questions. This requires recreating illusion, transforming the information contained in the question into certain intuitive images (such as line segments and tables), and relying on intuitive perception to support abstract thinking. A breakthrough has been made in the examination of questions, which has played a role in fueling the flames. With the help of the intermediary power of concrete images, we can intuitively reveal various quantitative relationships in the questions, and some students with learning difficulties can also sort out the relationships, thus effectively improving their ability to examine questions.
The ability to examine questions is a comprehensive mathematical ability. Do a good job in cultivating the ability to examine questions, students' analytical judgment and reasoning ability and creative thinking will develop from scratch, from low to high, thus improving their ability to solve problems in mathematics.
This may not happen overnight, and it needs the unremitting efforts of the students. Come on!