The Teaching Strategy Study Of Training The Senior Middle School Students' Ability On Reading Mathematics

Mathematics reading is an integrated psychological activity process, including the sensation and recognization of lansigns (literary, mathematical sign, term, formula, chart, etc.), assimilation and conformation of new concepts, understanding and memory of reading materials, and various of other psychological activity factors. It is also an active and dynamic cognitive process of constant hypothesis, prove, imagination and inference. Mathematics reading refers to the psychology process in which the main body obtains the meaning from the written mathematical language and transform as the psychological token.This paper studies the present problems existed in senior middle school students' mathematics reading and the teaching strategies of cultivating senior middle school students' mathematics reading ability. Firstly, on the basis of applying literature analysis method and reading a wide range of mathematics reading materials, put meanings of mathematics reading and strategies of guiding students to read mathematical materials in order, and discuss the value and possibility of cultivating senior middle school students' mathematics reading ability. Next, conclude the problems existed in senior middle school students' mathematics reading through a questionnaire investigating method from the following three aspects: the students' psychological subjective tendency; the students' acuity of analyzing problems; the students' profundity and all sidedness when reflecting on problems. Thirdly, six teaching strategies are proposed as follows in order to improve senior middle school students' mathematics reading comprehension ability: the teaching strategy of inspiring senior middle school students' mathematics reading motivation; the teaching strategy of cultivating senior middle school students' reading ability to mathematical literal language; the teaching strategy of cultivating senior middle school students' reading ability to mathematical sign language; the teaching strategy of cultivating senior middle school students' reading ability to mathematical figure language; the teaching strategy of cultivating senior middle school students' ability of transformation among three mathematical languages; the teaching strategy of cultivating senior middle school students to understand the practical problem and to form mathematical model. Fourthly, test the validity of the above teaching strategies through the teaching practice. Finally, attention is turned to analyses of some problems arising in the teaching of mathematics reading, and the direction of future study is defined.