How to cultivate students interest in reading mathematics textbooks

Encourage students to read math texts and develop good reading habits.

Study habits are the most important thing to improve learning ability. If students really develop a good habit of reading mathematics texts through the careful education and training of our teachers, then it will have a positive impact on their effective improvement of their comprehensive learning ability in the future, and even in middle school, university, and even life. Therefore, I hope that everyone will understand the importance of "cultivating students to read mathematics texts" from this perspective, and actively guide and encourage students to use their spare time to read mathematics texts.

1. Pay attention to pre-class preparation and guide students to read. Every afternoon after school, the teacher should carefully design and arrange some pre-study homework for tomorrow's new lesson content while assigning students homework, including teaching examples, example questions, concepts, explanation language, and key word understanding involved in tomorrow's new lesson. In response to these contents, teachers should consciously dig out and refine a few questions (not just practice questions, but pre-study assignments that students must read carefully).

The problem is not how much, as long as it can motivate students to actually read and read), encourage and guide students to go home and read math books carefully, and think about tomorrow's math problems in advance.

2. Review, preview and reading. On the basis of the first requirement above, students can also go home to see what they have learned today before previewing the content of tomorrow's new lesson. Teachers can design and assign some questions related to review and preview based on the comprehensive consideration of review and preview work, so as to connect the previous and the next.

As long as teachers can have this awareness, I believe that such review and preview questions will be designed (but remember that they are not simple exercises, but good questions that can motivate students to read).

3. Create a good environment for reading mathematical texts. Supplementing interesting math reading materials in the classroom environment layout, we math teachers should not always think that the classroom layout is the class teacher's business, and inadvertently lose such a good teaching position; Regularly understand students' reading of mathematics texts in and out of class, praise them in a timely manner, and encourage them continuously; Other. Mathematics teachers are the smartest teachers, and I believe that you will come up with more and better ways to create a mathematics text reading environment, guide and encourage students to read in class, and actively carry out extracurricular mathematics text reading activities.

4. Enrich the reading content and broaden students' horizons. It includes reading mathematics history, mathematics stories, mathematics texts, textbook illustrations, teachers' boards, mathematics problems, etc., on the one hand, students can broaden their horizons and improve their thinking ability through reading a large number of mathematics texts, and on the other hand, they also cultivate students' oral ability and inspiration ability for mathematics. This kind of teaching is lively and lively, it is an active and individualized teaching (each student has different reading ability and different feelings, which reflects individualization), and it is also a win-win teaching.

I believe that the students will be interested. (Of course, at the same time, the interaction between teachers and students, and between students and students should be organically combined.) ）

Reading is explained in the dictionary as: the process of obtaining information from written material. But whenever "reading" is mentioned, people always think of those classic classics and gorgeous poems, but they don't know that seemingly boring and abstract mathematics also needs to be read.

Because mathematics is not just a science, it is a language to describe the natural sciences. Bloomfield, a famous American psychologist, once said: "Mathematics is nothing but the highest level that language can achieve."

The learning of language is inseparable from reading, and the learning of mathematics is inseparable from in-depth reading.

The subject of mathematics itself requires reading, and the learning methods are also diverse, so it is necessary to adapt to the learning characteristics of each stage. Therefore, mathematical reading is not the same as Chinese reading, it has its own characteristics. Mathematical language has a high degree of abstraction, rigor and precision, especially the symbolic language and graphic language are very different from the language of other disciplines, so it requires careful and meticulous reading, repeated scrutiny, and diligent thinking. Pay attention to the process of language transformation.

For example, transforming a conceptual knowledge into living language for memorization; It is particularly important to translate the relationship expressed in letters or graphics into the form of spoken language, and the relationship expressed in oral expression into the language of letters or graphics, etc., which is particularly important for problem-solving teaching. However, in our usual mathematics teaching, we pay more attention to the calculation steps, problem-solving methods and skills, and ignore the guidance of mathematics reading, so that the text language cannot be translated into students' own language normally.

Over time, some students do not want to be so tedious and do not read at all when they usually do homework or exams. In the process of teaching, I am also constantly exploring ways to cultivate reading ability in primary and secondary school classrooms, cultivate students' mathematical reading ability, and improve my teaching.

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Mathematics occupies a very important position in people's life, production and learning, we can often use it in our daily life, mathematics should be said to be the foundation of all other disciplines, because no matter what kind of science is studied, it is inseparable from the help of mathematics, mathematics is the basis of all important technological inventions, and it can be said that it is very difficult to learn mathematics well, especially in primary schools, the boring and boring mathematics makes students less and less interested in learning mathematics, and how to make students like mathematics, How to let students improve their reading habits independently is a headache for schools and teachers, 1) Primary school mathematics learning methods - understanding and mnemonicsMathematics knowledge is ever-changing, and it cannot be memorized. Therefore, in teaching, teachers should fully mobilize the enthusiasm of students' thinking and let students memorize on the basis of understanding. For example:

What is trapezoidal? First, let the students understand what it means to "only have one set of opposite sides" and what would happen if the word "only" was removed. Through positive thinking, students recognize that "only one set of opposite sides is parallel" means that two opposite sides of the four sides are in a group, one of which is parallel and the other is not.

In this way, students can memorize the concept of trapezoids on the basis of understanding.

2) Primary School Mathematics Learning Method—Regular Memory Method.

Mathematical knowledge has rules, and as long as students are guided to master its rules, they can be effectively memorized. For example, the memory length, area, and volume unit rate.

This is because the advance rate between the length unit adjacency is 10, the advance rate between the area unit adjacency is 100, and the advance rate between the volume unit is 1000. Once you have mastered this rule, it is easier to memorize.

3) Primary school mathematics learning method - image memory method.

Elementary school students' thinking is dominated by image thinking. For example, when teaching the cognition of mathematics in the first grade, let the children memorize the number and some physical images: "2" is compared to a duckling, "3" is compared to an ear, etc. In this way, the child will awaken a sense of concreteness in abstract numbers.