After a mid-term exam, I did not comment on the test paper as usual. Instead, I handed out the test paper and asked students to discuss in groups and make corrections. After class, I asked students to write on the test paper: "Where did I make a mistake?". After I counted students' reflections on the midterm exam, I found that 48 of the 56 students in the class mentioned mistakes caused by not carefully reviewing the questions. This ratio is enough to illustrate the importance of cultivating their habit of carefully reviewing questions, so how can we cultivate them to develop good habits of reviewing questions.
As the saying goes, three years old makes you look older, and seven years old makes you look older. Confucius, the great educator, said: "Young people are great, and habits are constant." It can be seen that good habits developed in childhood have a direct impact on a person's life. In terms of cultivating their habits, I proceed from the following aspects.
1. Cultivate students' habit of stabilizing their emotions and reading questions carefully
According to students' reports, they are mentally nervous and dazzled during exams. When reading questions, they either read more or miss a few words. . In this case, if you are not careful, you will get the meaning of the question wrong. Then in our daily homework and exams, we must train students to stabilize their emotions and read the questions carefully. When reading the questions, it is best to use the pen to point to each word of the question and read slowly, so as to reduce missed reading and additional reading.
2. Cultivate students’ habit of grasping the key points and repeatedly scrutinizing them
During the review process, the key words in the question can be emphasized and read repeatedly, so that the meaning can be understood after reading the book a hundred times. now! Grasping the key words and sentences is an important way to clarify the quantitative relationship. For example, when you see the key words "more" or "less", you should think of what is compared with what, which one is bigger and which one is smaller, whether to find a large number or a decimal or the difference. Another example is when you see "multiples", you need to find out who is the multiple of whom. In the question, who is regarded as a "multiple" and who is regarded as a "multiple". Another example is when you see the word "ratio". To find out who is the fraction of who, who is the unit "1" and so on. By reviewing the questions in this way, not only can the meaning of the questions be truly clarified, but the quantitative relationships in the questions and the problem-solving methods will also be obvious.
3. Cultivate the habit of hands-on operations to help students analyze
Some questions are difficult to analyze by just reading and deliberation. When necessary, students should also be allowed to do hands-on operations to help with analysis. . If there is a 20 cm long rope, fold it in half and then in half again. After folding it in half 5 times in a row, how many centimeters is each section? The key to this question is to understand the meaning of "folding in half", and then you can answer this question. Then the understanding of folding cannot be solved by reading and deliberation. Students should be allowed to use their hands to figure out what fraction of the original length the length after each fold is, and the problem can be easily solved. Another example is to take a square with a side length of 20 cm, cut off a small square with a side length of 2 cm from each of its four corners, and then make a container with a square bottom. What is the volume of this container? When reviewing the question, we need to know the length and height of the bottom side of the container before we can find its volume. The length and height of its base are not directly stated in the title, so we should let students fold or draw to help with analysis
4. Cultivate students’ habit of imagining in connection with reality
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The problem of laying the floor is the most difficult to master in primary school mathematics. When solving such problems, our students are usually required to connect with reality, expand their imagination, and make reasonable choices. If you want to lay floor tiles with a side length of 4 decimeters on the floor of a room that is 7 meters long and 4 meters wide, how many such floor tiles should you buy at least? When reviewing the question, you must grasp the word "at least", so you must start with the minimum. The length of the room is 70÷4=17.5 blocks. Because the floor tiles can be cut, it is still okay to use half a block. If the student puts in the last half, it does not meet the minimum requirement of the question. If he throws it away, everyone will know, and he will have to buy another one. Another example is to cut a square iron plate 6 meters long and 4 meters wide into a small square with a side length of 4 decimeters (no welding is allowed). How many pieces can be cut at most? When reviewing the question, you must grasp the "most" for analysis, and there must be no welding, so the excess must be discarded. For the above two questions, students have no life experience. If they are not connected with reality, it may be difficult to draw correct conclusions. Therefore, for problem-solving questions, students must be encouraged to carefully review the questions, connect them with reality, expand their imagination, and make reasonable choices. Only in this way can the problem be solved accurately.
With the method of reviewing questions, it is not a simple matter for students to develop a good habit. We must first let students realize the shortcomings of not carefully reviewing questions, and then make up their minds to correct the shortcomings and seriously When reviewing the topic, you must turn around ideologically. Be careful when reviewing the questions, and follow the above methods to find breakthrough points to solve the problems and answer them. Correct question review can ensure correct and rapid problem solving. In addition to teaching students some question review methods, different forms of exercises must be used to help students master these methods, such as using two similar questions to compare exercises, etc. This cultivates students' habit of carefully reviewing questions. Of course, habits are not formed overnight, but must be gradually developed over a long period of practice. Therefore, cultivating students' habit of carefully reviewing questions must be implemented throughout the entire mathematics teaching process. Only by adhering to strict requirements, demonstration and induction, and repeated training can we achieve good results.