Teaching Strategies. Cultivate The Reading Ability Of The Junior High School Mathematics Textbooks

Math-textbook is the main carrier of mathematical knowledge and the specific form to mathematics curriculum,not only it is the main basis for teaching, but also it is the main material for student to obtain systematic mathematical knowledge. Moreover, math-textbook reflects scientific and ideological of math. Besides,it both reflects the characteristics of math that as a science and takes into account the psychological order of students. Therefore,mathematics textbook is the best source for sudents learning mathematical knowledge and the best material for training students of math-reading abilities. However, when mentioned math-reading, people tend to think that reading is the task of English and Chinese. The purpose of math-teaching is only to tell students how to solve math problems. Once I have talked to math teachers and found that few junior high school students would read math-textbook, they are lack of specific read strategies.When reading math-textbook, students just stay in the perceptual stage, without thinking, and just satisfied with rememberring a few theorems and formulas. It can be said that it is a serious phenomenon of lacking of accurate and reliable methods to read.Math-textbook reading is the best way to learn systematic mathematical knowledge. It is also one of important ways to master math. But, in practice, it has not attracted the attentions of teachers and students.This great contrast is worth each educator reflecting why people do not pay any attention to it? what is educational value of math-textbook reading? For junior high school students, how is the present situation about math-reading? What ways does junior high school students take to read? What are the barriers? Which reading levels belong to them? In the actual teaching, how effectively to guide students to read math-textbook? What is the most effective way? This essay, it detailly investigates and discusses on these issues by ways of survey and test. Firstly, it surveys about junior high school students'reading motivation, attitude, reading habits, ways, barriers and difficulties. At the same time, it tests the ability levesl to read math- textbook. According to survey and test results, systematically analyzing presents situation, the ability levels and grade of reading on students'reading.The results show that junior high school students have not strong interests in math-reading, mainly reading for testing or completing exercises. No good reading habits, no reading plans, be anxious for completing reading-task. Mechanically imitating mathematical concepts, theorems and formulas. Being fear of math problem which expressed with large amount of words. Be lack will to overcome difficults, lazying to think when suffering somewhere understanding, and be accustomed to depending on teachers. Can not understand mathematical symbols or statements. Do not know how to seek related problem-solving strategies acoording to contents of reading. Moreover, according to division of reading level and grade, most of the junior high school students are at the low levels such as recognizing, stating, differentiating and analyzing.The purpose of survey is for better teaching, and analysis of the data is for providing support to the theory. Basising the results of investigation, according to existing reading level of student and combining the theories of mathematics teaching. In the third part of essay, it provides a number of specific strategies and methods to guide junior high school students to improve reading ability. From stimulating interest in reading, developping reading habits, determining appropriate time to emphasising on the teaching of mathematical language, strengthening the guidance of reading methods, aslo to the organic combination of conscious and unconscious activities.etc. The essay gives distinguishly detailed discussions against these specific teaching methods which mentioned above. Strategies can reflect its value only when being used in teaching-practice .Combining the characteristic of algebra with the specific strategies and methods mentioned in the third part.Thus, the fourth part offers an example"Addition and Subtraction of integral expression", it mainly illustrates how to teachers to use these strategies highly efficientively.