In primary school mathematics, the accuracy of students' examination of questions largely determines the accuracy of students' problem solving. Therefore, in teaching, teachers should pay full attention to cultivate students' habit of examining questions and improve their ability of examining questions. In view of some problems existing in students' problem-solving examination, combined with their own practices and thinking in teaching practice, this paper puts forward corresponding solutions.

First, the problems existing in students' examination of questions

Dyslexia

1. Text reading difficulties

Primary school students often encounter difficulties in examining questions in mathematics learning, especially first-year students, who have both literacy obstacles and understanding difficulties. With the gradual improvement of students' literacy, the difficulty of reading questions focuses on understanding this point. Especially in the process of solving problems, the meaning of reading questions has become the most prominent problem. However, many students often can't express the meaning of the question clearly in their own language.

2. Incomplete information acquisition

With the increase of grade, students face greater challenges in collecting and processing information, and they have to obtain information through reading and other channels according to their learning needs. However, some students often can't completely extract the known conditions, unknown conditions, especially implicit conditions. There are still some problems that are solved by combining pictures and texts, and the conditions are not obvious, so it is difficult for students to dig from pictures or words.

For example, there is an exercise in the teaching of continuous division to solve problems: 18 calcium tablets are put in a bottle, and Xiaohui insists on eating them every day, once in the morning, three tablets each time. How many days can a bottle of medicine last? 18÷3=6 (days), students only pay attention to the word "three tablets at a time" and ignore the information of "once in the morning and once in the evening" (that is, they need to eat twice a day), and students do not fully extract the information in the topic.

3. Lack of life knowledge and experience

Influenced by the age characteristics and cognitive rules of primary school students, some life experiences are bumpy and their understanding of things is one-sided. The lack of these life experiences will often bring some mistakes to their study. For example, in the eighth question on page 95 of People's Education Edition II, when solving the problem of "Team 2 scored () points in the second half", the students did not understand the relationship between the scores in the first half and the second half of the basketball game because of their lack of life experience, and directly replied: "Team 2 scored 67 points in the second half."

4. Information confusion

The new curriculum has jumped out of the framework of "artificial application problems" and changed the presentation mode of problem situations, from a single small situation to a problem situation containing a variety of information. When there is a lot of information in the topic, students often can't grasp the essential things through complex phenomena and can't filter out useful information from them.

(B) lack of reasoning ability

The key to solving problems correctly is to examine the quantitative relationship contained in the topic, and students have some difficulties in understanding this abstract quantitative relationship. For example, in question 7 on page 48 of grade four, students often make the following mistakes when solving problems: 16× 3- 16 = 32 (yuan); 16× 3 ÷ (3+1) =12 (yuan). The reason for this kind of mistakes is that students don't understand the sentence "buy three trees and get 1 tree" deeply, and they can't decompose the implied information into the information needed for solving the problem, thus making the problem point to no and confusing the thinking of solving the problem.

In view of the above phenomenon, teachers must cultivate students' necessary and timely ability to examine questions and promote the development of students' ability to solve problems in time with the changes of students' cognitive characteristics.

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

(1) Pay attention to reading the topic and understand the meaning of the topic.

1. Read information and questions in an orderly manner.

The low-level problem-solving subjects are open and rich in presentation forms, mainly including pictures, dialogues and tables. This puts higher demands on students' ability to collect information. Collecting information and understanding the problem is the first step and necessary link to solve the problem. However, in the actual teaching process, it is not difficult to find that most junior students just glance at these so-called "information" when solving problems, and can't wait to start writing, without seeing the data, questions and keywords in the topic clearly. Therefore, teachers should strengthen the guidance for students to collect information. After presenting the situation map, the information in the map may not be arranged in a certain order. Make clear the order of information in the picture first, and then learn to collect corresponding information from specific pictures or dialogues. After trying, I think students can be guided to adopt the method of "① ② ③ Reading Questions", in which "①" is the condition of reading first, "②" is the condition of reading later and "③" is the problem. Whether it is the practical problem of drawing, the practical problem of combining pictures and texts, or the practical problem of pure words, students can type "1233" after reading the questions preliminarily. For example, the title1page 7 11in the second volume of senior one:

In teaching, students can read the meaning of the topic by themselves and then ask, "Which do you think is more appropriate to put these two pieces of information first?" Finally, let the students talk about the relationship between the two pieces of information. Only when students can express the relationship between various kinds of information in an orderly way can they better understand the meaning of the problem.

2. The meaning contained in the guidance information

Influenced by age characteristics and life experience, junior students may encounter the meaning of ignoring the purpose of solving problems. At this time, teachers need to guide the meaning of the question in time and guide students to express the meaning of the question in their own way. In this process, students translate the meaning of the topic into their own understanding, thus solving the problem better.

For example, the third question on page 47 of the first volume of the third grade: Some students may not know how to solve the first question, and the teacher can make appropriate preparations here. "How many meters is the length of the fence?" Through bedding, students will understand that it is necessary to calculate the perimeter of this rectangular vegetable field.

3. The relationship between associative information

Some topics, the information is hidden, difficult to detect, or the information is large, but it does not correspond to the problem to be solved. How can students find useful information accurately? Experiments show that students should actively seek and use certain logical thinking to choose useful information. In fact, cultivate students' associative information.