数学审题是数学解题的第一步，也是影响解题成败的重要因素。目前虽然有很多关于数学审题研究的文献，但是对于高三学生数学审题能力现状及教学策略的实践研究还很少。为了弄清高三学生数学审题中的问题及产生原因，教师可以采取哪些策略予以改善，作者对宁夏某普通高中的高三学生进行了数学审题能力现状及教学策略的实践研究。

    本研究的主要工作如下：

第一，编制高三学生数学审题现状问卷，调查样本学生的数学审题意识，数学审题能力，数学审题的情感与心理，学生对教师教学的看法。进一步结合测试与访谈，寻找学生数学审题能力不高的原因。

第二，利用以上问卷的调查、测试结果，及与教师的访谈制定提高高三学生数学审题能力的教学策略。

    第三，将教学策略应用在教学实验班级，进行一个学期的教学实践，检验教学实践效果，得到相应教学策略。

本研究得到的高三样本学生的数学审题能力现状如下：

（1）学生数学审题意识淡薄，缺乏良好数学审题习惯；

（2）学生数学审题能力薄弱。未能掌握数学审题步骤与方法，主要表现为将数学审题理解为读题，忽略题目中的隐含条件，不会挖掘关键信息，数学语言转化能力弱，缺少审题回顾等；

（3）学生进行数学审题时容易受情感和心理的影响；

（4）教师对学生数学审题教学不重视，很少对学生进行具体明确的数学审题方法的指导，未能在课堂教学中给学生留出数学审题的时间。

在此基础上，本文进行教学实践后，得到相应提高高三学生数学审题能力的教学策略如下：

第一，在解题教学中，加强学生数学审题意识，培养学生数学审题习惯。教师选取未能数学审题而错误解题的例子，使学生认识数学审题的重要性。

第二，教会学生掌握数学审题的步骤和方法，这是最为核心的策略。数学审题步骤是读题、理解与转化、回顾；数学审题方法包括寻找关键词语、学会数学语言间的相互转化、挖掘题目中隐含条件、重视题目图示化，数形结合。

第三，关注学生数学审题失败的心理因素，加强指导。教师帮助学生克服畏难心理或情绪波动，培养学生数学审题的自信心。

第四，教师在教学过程中要注重将数学审题的主动权交给学生。

Analyzing questions is the first step in solving mathematical problems, and it is also an important factor affecting the success or failure of solving problems. At present, although there are a lot of studies on question analysis, there is still very little practical research on the current situation of the ability in math question analysis and improvement strategies of Senior Three students. In order to find out the problems of Senior Three students' mathematical questions analysis abilities , the causes for them, and what strategies teachers can take to improve them, the author makes a practical research on the current situation and improvement strategies of Senior Three students' mathematical questions analysis abilities in anordinary high school in Ningxia.

The main tasks of this study are as follows:

First, prepare a questionnaire of the current situation of mathematical questions analysis of Senior Three students, investigate the sample students' questions analysis consciousness, ability, emotion and psychology, and students' views on teachers' teaching, and then further find out the reasons for students' low analysis abilities through tests and interviews.

Second, make use of the questionnaire survey, test results above and interviews with other teachers to formulate teaching strategies to improve Senior Three students' question analysis abilities.

Thirdly, apply the teaching strategy to the class of the experimental groups. After a semester of teaching practice, test whether the strategy is effective and draw a conclusion on the best choice in the teaching .

The current situation of Senior Three students' mathematical questions analysis abilities obtained from this study is as follows:

(1) Students' awareness of analyzing questions is weak and they don’t have a good habit of analyzing questions in maths;

(2) Students' ability of judging mathematical problems is weak. The failure to master the steps and methods of problem examination is mainly manifested in understanding the problem examination as reading, ignoring the implicit conditions in the problem, not mining key information, weak mathematical language transformation ability, lack of problem examination review, etc;

(3) Students are easily influenced by emotion and psychology while analyzing questions.

(4) Teachers do not pay attention to students' question analysis teaching, and fail to give students specific and clear guidance on analysis methods, and do not give them enough time to analyze questions.

Based on the survey results of the current situation of students' mathematical questions analysis abilities, this paper gives the following teaching strategies to improve the mathematical questions analysis ability of Senior Three students:

First, in problem-solving teaching, strengthen students' awareness of mathematical problem-solving and cultivate students' habit of mathematical question analysis. The teacher selects the examples of wrong problem-solving without mathematical question analysis, so as to make the students understand the importance of it.

Second, teach students to master the steps and methods of mathematical question analysis, which is the core strategy. The steps of question analysis are reading, understanding, transformation and review; The methods of question analysis include finding key words, learning the mutual transformation between mathematical languages, mining the hidden conditions in the problems, paying attention to the diagrammatization of the problems, and the combination of numbers and shapes.

Third, pay attention to the psychological factors of students' failure in mathematical question analysis and strengthen guidance. Teachers help students overcome their fear of difficulties or emotional fluctuations, and cultivate students' self-confidence in mathematical question analysis.

Fourth, in the teaching process, teachers should pay attention to handing over the initiative of mathematical question analysis to students.