First, the question type of one eye and ten lines-develop the habit of reading it twice.
Problem: Students are eager for success and look at the questions quickly. They often glance at the requirements of the questions one by one, and then begin to use their existing experience or general impression to do the questions. An error has occurred.
Solution: In the usual teaching process, students are required to slow down and read the questions twice. Especially junior students are required to point their fingers at the part they are reading, and their hands and eyes are integrated.
Practical effect: I am teaching senior one this year, which is the initial stage of cultivating various study habits and a very important period. In daily classroom teaching, I squeeze out precious 35 minutes. No matter how tight the teaching time is, as long as I do classroom exercises, I ask students to point out the questions twice before writing the answers. After a year of persistence in this way, most students have developed the good habit of referring to reading, and they can read the requirements word by word, refer to them, and talk over their mouths and hearts. At present, students' mistakes caused by unclear topic requirements are obviously less than those in the early stage.
Second, the meaning of the question is not thoroughly understood-develop the habit of drawing while reading.
Question: Due to the limitation of age, students' intelligence and understanding ability are still in the development stage. The comprehension ability of primary school students, especially junior three students, is relatively poor, and they can't correctly understand the words in the topic requirements or the conditions implied in the topic map, resulting in principled mistakes.
Solution: Let the students mark the requirements of the topic with some wavy lines, dots and circles. And determine some key words, words and sentences, which will help to solve the problem.
Practical effect: After a year of hard work, although students still have great obstacles in understanding the meaning of the questions, they have made great progress compared with the original, which is all due to the good habit of drawing circles when reading the questions. Especially for some new questions that have never been seen before, about half of the students can read the meaning of the questions in this way.
Third, the conditions are many and complicated-develop the habit of reverse thinking.
Question: shuxueba.com often gives multiple conditions in the questions or problem packages of application courses, and students have doubts about how to use these conditions to solve problems.
Solution: Guide students to learn reverse thinking, seek necessary conditions from problems and get clear solutions.
The effect of practice: The problems that students come into contact with are relatively simple, but they will still encounter such confusion in solving many practical problems in life. Therefore, in teaching, I try to introduce students to the method of reverse thinking, guide students to cultivate the thinking habit of finding conditions according to problems, and use it to filter redundant content, so as to form a problem-solving idea in the shortest time. Because the cultivation of thinking habits is a long process, there is no particularly obvious satisfactory effect at this stage.
With the ability of students and teachers, my teaching research has achieved certain results. I will continue to look for more and better ways to help students develop good study habits in the future teaching work, so that when students leave school, they will take away not only knowledge, but also good habits that will benefit them for life.