The Practice Research On The Cultivation Of Mathematics Reading Ability Of Senior Three Students

To emphasize the examination of students’ mathematical thinking and ability,Math tests of the College Entrance Exam in recent years have been closely associated with daily life and paying close attention to the application of math.Math test questions with a practical background have set higher requirements for mathematical reading ability.However,education practice proves that in the review stage in the Senior Year of high schools,teachers often ignore the guidance on mathematical reading due to the fast teaching pace;students also demonstrate low efficiency in solving problems and even have fear of the same type of questions when dealing with problems of large information load,which shows the relatively weak ability of mathematical reading.To help Senior students improve their reading abilities and elevate efficiency in solving problems and promote their mathematical capabilities,it is necessary to understand the current status of students’ mathematical reading and major existing problems and then conduct education strategic research targeting problems.The research conducts an investigation and exploration around the current status of students’ mathematical reading abilities,existing problems,and cultivation strategy,applying questionnaires and test papers.The conclusions are as follows:1.The current status of mathematical reading abilities of Senior Year students:(1)the tested students have relatively weak abilities of mathematical reading overall,which is manifested in three indicators.These include relatively high character identification abilities,less high interpretation abilities of mathematical languages,and lower overall comprehension ability;(2)students show weak abilities of textual language identification,while they demonstrate weak interpretation abilities in both textual and graphic languages;(3)the tested classes show no evident divergences in the overall mathematical reading abilities.2.Based on the results of questionnaires and test papers,it is concluded that students mainly exhibit the following major problems:(1)Intelligent factors impacting students’ mathematical reading: the insufficient knowledge load of students causes them not able to associate knowledge flexibly.Students can easily overlook the details in the textual description or cannot precisely grasp the meaning,for which they demonstrate the most difficulty in textual language identification and interpretation.As a result,they cannot extract the key information or delve into the hidden conditions in the questions,thus unable to flexibly utilize or transfer information.Meanwhile,the students have weak mathematical expression abilities and cannot use precise mathematical language to express the question information,causing confusion in solving the problems.(2)Non-intelligent factors impacting students’ mathematical reading: Students are afraid of textual reading and pay little attention to mathematical reading,with weak initiative in doing so.Moreover,they do not have good habits of mathematical reading or review and reflect afterwards.(3)Methods and strategies of mathematical reading: Students lack efficient reading methods and techniques.(4)Guidance from teachers: Teachers do not provide systematic and targeted guidance on high school students’ mathematical reading.3.Targeting the problems,the following effective solutions are recommended through summarizing previous studies and conducting teaching practice:(1)Pre-class strategy: a.Map out learning guides for students before class to enhance teachers’ guiding role in improving students’ mathematical reading methods and techniques;b.Build students’ habits of proactive mathematical reading to make them pay more attention and set up the 3-minute reading activity before class to enhance basic knowledge.(2)In-class strategy: a.Adopt the group work teaching model to cultivate students’ initiative;b.Have specialized mathematical reading exercises to strengthen skills in analyzing the questions;c.Infiltrate reading methods in teaching to enhance students’ accumulation of reading methods.(3)After-class strategy: a.Assign time-limited homework and mark in time to train students’ mathematical expression abilities;b.Train students’ abilities to analyse errors in order to cultivate their habit of reflection;c.Provide personalized guidance for students with more difficulty to reduce differences in students’ abilities,thus helping them to build confidence and strengthening their capabilities to analyze and solve questions independently.