1.引导学生从阅读中找到知识的关键点。引导学生阅读教材要边阅读边思考,要抓住教材中的概念、公式、法则、定理等进行阅读。例如阅读垂线性质:经过一点有且仅有一条直线和已知直线垂直。这句话前提是经过一点,但必须分清楚这一点可以在已知直线外也可以在已知直线上,这是学生不易阅读挖掘出来的,最后才是这段话的直接内容。阅读时就要让学生慢慢养成从前文的叙述到后面定理、定义形成的连贯阅读过程。 1. Guiding students to find knowledge from reading the key points. Guide students to read textbooks to read while thinking, to grasp the concept of textbooks, formulas, rules, theorems and other reading. For example, to read the vertical line properties: after a little and only one straight line and the known straight line. The premise of this sentence is a little after, but it must be clarified that this can be done either on the known straight line or on the known straight line, which is not easily read by the students and finally is the direct content of the passage. When reading, students should gradually develop from the previous narration to the latter theorem, which defines the formation of a coherent reading process.