A Study Of Teaching Strategies Of Mathematics Reading Problems In Junior Middle School

Nowadays,it is a society with abundant information.For example,newspapers,the Internet,books and so on contain a great deal of information.This requires people to have a certain reading literacy,through reading to obtain relevant information,it can be said that reading is an important skill in today's social life.In addition,in the course of the reform of compulsory Education Curriculum Standard [1],it is also indicated that students' ability should be attached importance to,and more attention should be paid to the ability of reading accomplishment.And this kind of reading ability,is teaches the student to learn the self-study important means.Therefore,in the classroom teaching,reading problem becomes a kind of important work.Mathematics reading problem has also become an important problem type in mathematics,and occupies a large proportion in junior high school.At the same time,through a small questionnaire survey,junior high school students still have many problems in solving reading,and there are also many difficulties in the teaching of reading problems.Therefore,this paper intends to study the problems existing in mathematical reading problems of junior high school students as a starting point,in order to give some guidance and reference advice to teachers in the teaching of reading problems,and at the same time to improve the students' ability to solve problems.This article uses the test method to test some junior middle school students to carry on the test related mathematics reading question,through the student answer question situation,and unifies the interview method,carries on the related interview to the answer question student,To analyze the problems and reasons that students have in solving the reading questions.The conclusion is summarized as follows: the fear of difficulty in reading problems,the lack of positive and active reading questions,the lack of understanding ability of reading questions,the lack of standard representation of reading questions and the lack of ability to cite one another.In view of the above problems and reasons,and combined with the bottom-up reading model in schema theory,Osobel's advance organizer strategy,the construction of the master.The reading model of semantic learning theory and the theory of transfer in Bruner'slearning theory put forward the following corresponding teaching strategies,which are intended to be used as teachers in the teaching of mathematical reading problems.Principles to be followed: provide a life-long advance reading material to stimulate interest;Provide experiential first reading materials to stimulate interest;word-sentence type of "mountaineering" for text understanding;mining mathematical models for deep understanding;writing demonstration to guide questions;using quantitative relations to test operations;One question is changeable,training transfer ability;comparing new and old knowledge teaching,strengthening transfer ability.However,due to the limited ability of the author,the research on the transfer of mathematical reading problems in junior middle school students is rather shallow.Therefore,scholars need to further strengthen their research in the future.