Why do first- and second-grade children always fail to read questions?

Most children in first and second grade are in a state of rapid development of image thinking and relatively slow development of logical thinking. In general, children\’s thinking level is improving, but they are still lacking in problem solving. For primary school students in first and second grade, they are still unable to directly extract abstract quantitative relationships. The fundamental solution must be reading, a lot of reading, starting with picture books and stories with pictures. Children who do not read enough and have little in-depth communication with their parents since childhood will have weak language understanding abilities. Many children are raised by elderly people, and their parents have almost no involvement in childcare. Most of the children hear the care and nagging of the elderly every day: Do you want to eat or not? Drink some water, whether it is hot or not, whether it is cold or not… There are almost no questions and discussions that trigger children to think deeply. This also makes children have the habit of not thinking when they encounter problems since childhood. If you want to give up or ask your teachers and parents directly. So, what can we do to help children increase their literacy, improve their reading comprehension and math-language conversion abilities? 1. Choose picture books that combine pictures and text, and understand the text while listening to the story. Children\’s thinking processes at this stage often rely on concrete representations, and it is difficult to understand things that are more abstract or have little connection with daily experience. When choosing children\’s books, parents should pay attention to whether the content is specific, vivid and close to life. Picture books with strong stories, connections with real life, and one or two simple descriptions are better choices. In addition, children\’s thinking at this stage is still very dependent and imitative, and their ability to think independently and flexibly is poor. When a child starts reading, parents can read to the child word by word, while using finger movements to guide the child to pay attention to the shape of each word, and at the same time read out the pronunciation of each word. In this way, children can learn to match the pronunciations they hear with the glyphs they see while listening to the story. In future reading, children can have a certain sense of intimacy with the same word appearing in different language environments, so that they can continue to deepen and enrich their understanding of the word. 2. Transition from the listening stage to the oral stage, allowing children to learn to retell. After a certain amount of text accumulation, we can slowly transform the passive input mode into an active output mode. There are three specific methods for your reference at this stage: 1. Recitation method In the second half of literacy, parents can try to encourage children to imitate the correct pronunciation of adults and recite the book content. Research has found that reading books aloud is the simplest and most convenient instruction method, and it has very positive significance for improving children\’s early reading. 2. After reciting the story for a period of time, parents can try to get the children out of the book and retell and interpret the plot and content through role play or story description. This is a method of extended learning carried out over a long period of time after reading a book, which greatly promotes the development of children\’s comprehensive abilities such as speech, thinking, understanding and expression. 3. Discussion and analysis method Discussion is a method in which parents and children can raise certain questions and conduct related discussions around the same material. passThrough the two-way interactive way of exploring questions, children can further analyze the reading materials, connect the new information received with the original knowledge and experience, analyze and synthesize from the outside to the inside, expand their guesses or revise their own Predictions greatly improve children\’s thinking skills. 3. Mathematics is transformed into daily life, and life phenomena are transformed into mathematics. After having accumulated a certain amount of words and being able to correctly understand the meaning of the words, it is necessary to guide the children to convert the meaning of the words into mathematical language. 1. Concrete mathematical language In mathematics learning, many problems come from life. When reading and understanding mathematical questions, you can first consciously guide children to create some life situations. For example, the most abstract \”picture and text calculation\” can be combined with real-life situations to bring abstract calculations to life (for example) [Story description] Guoguo buys soda. The prices of orange juice and kiwi juice are different. If he buys a bottle Orange juice and a bottle of kiwi juice cost 8 yuan, and two bottles of orange juice cost 6 yuan. How much does it cost to buy only one bottle of orange juice? What about just buying a bottle of kiwi juice? Storytelling can better help children get rid of passive learning methods and advance to active learning methods. The story-telling ability of children in primary school will greatly affect their understanding and expansion of the types of combination problems. 2. Life Scene Mathematics After learning to transform abstract stories into life scenes, we can also guide children to ask mathematical questions based on the scenes. Children in first and second grade begin to show strong independence and will have a strong desire to be independent and get rid of adult control. At this time, some activities with strong autonomy can better mobilize children\’s enthusiasm for learning, such as asking children to give questions to test their parents. In some life scenarios, parents can intentionally become less smart and allow children to use the knowledge they have learned and turn life situations into mathematical problems. This process requires children to accumulate more subject knowledge and rigorous Thought process and better expression skills. Long-term exercise can greatly improve children\’s comprehensive subject abilities.