Wei's mathematics study in senior one is a key period in middle school. After entering high school, most students have basically completed the transformation from "asking me to learn" to "asking me to learn", that is to say, they all want to learn math well and have the awareness of learning. However, in mathematics learning in senior high school, the breadth, depth, difficulty and density of knowledge, learning methods and density, and teachers' teaching methods are very different from those in junior high school. In addition to external factors such as learning environment, teaching content and teaching methods, learning high school mathematics also needs many necessary conditions subjectively, such as interest, confidence, determination and perseverance. Senior one is the connection point of learning high school mathematics. How to pass the turning point smoothly and adapt to the study of high school mathematics as soon as possible is an urgent problem for freshmen. First, we should complete the transition from "learning" to "learning" as soon as possible. From primary school to junior high school, on the one hand, because the teaching materials are relatively simple, and some students are young and have weak self-control ability, students' learning is basically passive, that is, teachers tell students to listen, as long as they concentrate on listening in class, the problem sets after class can basically be completed as usual, as long as they can learn. After entering high school, many students, like junior high school, still have strong psychological dependence, and they can't grasp the initiative of learning by following the inertia of teachers. With the growth of age, this requirement will not work, and what is more important is "learning"-that is, having the ability to acquire knowledge independently, including the ability to learn knowledge independently and the ability to discover and create. The transition from "learning" to "learning" is not an easy task, but it is a task that must be completed. Second, the importance of learning methods Master effective learning methods. Why does the same teacher spend the same time reading the same textbook, doing the same homework and taking the same exam in the same classroom, but the learning effect and exam results will be very different? In addition to the differences in factors such as foundation and intelligence, the key lies in learning methods. Some students want to learn math well because they have a set of scientific learning methods that suit them-easy to learn, quick to master knowledge, good test scores and high enthusiasm for learning-and they want to learn more. . . Form a virtuous circle and become a success in mathematics learning. Some students also want to learn math well, but because the learning method is not suitable-learning is time-consuming and laborious, knowledge is not solid-exam results are poor-if you can sum up your experience in time and pay more labor, you can still catch up; If you don't consider improving, you will be discouraged-you don't want to learn, you have no interest in learning-and your grades will be worse-forming a vicious circle and eventually becoming a loser in mathematics learning. It can be seen that it is very important to learn badly. Third, the learning methods and habits that should be abandoned (1) do not preview before class, waiting for class, I don't know what the teacher wants to teach. (2) Absence from class, inattention to lectures and doing other things. (3) Don't take notes or don't take notes in class. (4) Mechanical imitation of homework, rote memorization, no love of thinking, and emphasis on results over process. (5) I just do my homework and know a little about concepts, laws, formulas and theorems, but I don't know why. (6) Ignoring the foundation, being ambitious, and only loving to solve problems. (7) I don't like reading books (textbooks), I don't review before doing my homework, and I don't know how to do the questions before turning over the books. (8) Careless, sloppy and careless. (9) Don't pretend to understand, don't know how to ask, face up to it, and suffer. (10) is not good at summarizing. Some suggestions on learning methods. Cultivating good study habits and repeatedly using methods will become people's habitual behavior. What is a good study habit? Including making a plan, previewing before class, attending classes, reviewing after class, working independently, solving problems, summarizing in stages, analyzing test papers, setting up correcting books and studying after class. (1) Make a plan to have a study plan every semester, every month and every week, so that the learning purpose is clear, the time arrangement is reasonable, and it is unhurried and steady, which is the internal motivation to promote students' active learning and overcome difficulties. But the plan must be practical, with both long-term plans and short-term arrangements. In the process of implementation, we must be strict with ourselves and temper our will to learn. (2) Preview before class is the basis for students to learn new lessons well and achieve better learning results. Preview before class can not only cultivate self-study ability, but also improve interest in learning new lessons and master the initiative in learning. Don't go through the motions in self-study, pay attention to quality, try to understand the teaching materials before class, pay attention to the teacher's ideas in class, grasp the key points, break through the difficulties and solve the problems in class as much as possible. Preview should not be simply understood as reading the textbook before the teacher gives a lecture. This is only the first step of the "three teachers teach themselves" learning method, and it is more important to keep thinking about problems in the process of reading. Before previewing the new lesson, we should briefly review what we have learned before (mainly what we learned in the last lesson), think about what problems have been solved, what problems have not been completely solved, what problems need to be solved in the next step, and what to talk about, and then look at the contents in the textbook to see if they are the same as our own ideas and what we have not thought of. New concepts, theorems, formulas, etc. Appear in the new classroom, put forward new problems, you can try to solve them with the knowledge you have learned first, instead of seeing how to solve them from the beginning. It is natural to be able to solve them independently. If you can't solve them completely, see if you can understand them. What you don't understand or can't fully understand is the difficulty and focus in the textbook, which is the key to listening to the next lesson. For students who can understand, I might as well think deeply again. Why didn't I come up with a solution? How did I come up with the solution in the textbook? What thinking methods are worth summarizing? Finally, you can try to do some exercises in the textbook to complete the preview. (3) Classroom listening is the key link to understand and master basic knowledge, skills and methods. "Insufficient learning before school", students who have taught themselves before class can pay more attention to lectures, and they know where to be detailed and where to omit; Where to carve carefully, where to pass by and where to record, instead of copying all the records, pay attention to one thing and lose another. Listen with your ears, eyes, hands and brain, and work together. Listen attentively and don't miss every word the teacher says and the students' answers to the teacher's questions; Pay attention to what the teacher wrote on the blackboard (generally important and difficult); Hands should write down what is not in the textbook and what the teacher said is the most inspiring and impressive to him. Also write down what you don't fully understand or have questions. The most important thing is that the brain should follow the teacher's thinking and think positively. Teachers should be brave enough to express their views on teachers' problems. Teachers don't ask students to answer right or wrong, but expose their own problems in time. Isn't it a good thing to solve them in class? The main task in class is to understand the content of the new lesson. (4) After-class review is an important part of efficient learning. Before you do your homework, you should review what you have said in class, and read the textbook carefully in combination with the problems in your preview and the teacher's explanation in class. Strengthen the understanding and memory of the basic concept knowledge system, link the new knowledge learned with the old knowledge, make analysis and comparison, collate the review results in the notes while reviewing (write once and read three times), and then carefully read the examples in the textbook to find out the truth of each step in the process of solving problems, so that the new knowledge learned can be changed from "understanding" to "solving problems". If necessary, you can consult relevant information in various ways. Do your homework after you are sure that you have understood the new lesson. (5) Doing homework independently is a process in which students can analyze and solve problems flexibly through their own independent thinking, further deepen their understanding of new knowledge and master new skills. This process is a test of students' will and perseverance. Through application, students can change from "knowledge" to "familiarity". The purpose of doing the problem is to test whether you really understand and master what you have learned in class. You have "understood" and "learned", not to "do the problem". When you do the problem, you should close the book and notebook. When you can't remember some knowledge, don't rush to turn over the books and look up your notes. Try to remember it and do it like an exam. If you have difficulty in doing it by yourself, you can ask your teacher or classmates for ideas to solve the problem. Don't just copy. After you finish the questions, you should get into the habit of checking to see whether your answers meet the requirements of the questions, whether there are careless mistakes, whether the steps of solving the questions are complete and whether the format of solving the questions is standardized. (6) The process of solving problems is exposed in the process of independently completing homework, or the answer is missed due to the obstruction of thinking, so that the thinking is smooth and the answer is supplemented through inspiration. You must be persistent in solving problems, and do your homework if you do it wrong. If you don't understand the mistakes clearly, you should think again and again. If you can't solve them, you should consult your teachers and classmates. You should review frequently, strengthen mistakes, do appropriate repetitive exercises, digest the knowledge that you let your teacher let your classmates enter, and persist in changing your knowledge from "familiar" to "alive" for a long time. Problems should be solved in time without delay. (7) After learning a chapter or a unit, you should read the textbook for the third time. On the basis of reading the teaching materials comprehensively and systematically, you should consult notes and related materials based on the teaching materials, and reveal the internal relationship between knowledge through analysis, synthesis, analogy and generalization. Only by sorting out the context of knowledge, grasping the skeleton, grasping the content of this part of knowledge as a whole, and strengthening our memory of key and difficult points can we achieve the purpose of learning. It is necessary to sum up the key questions and the corresponding problem-solving methods, so as to draw inferences and change the learned knowledge from "living" to "understanding". (8) Examination Paper Analysis After each exam, we should not only care about how many points we scored, but also care about where we ranked. We should carefully analyze our answers according to the teacher's comments on the test paper. In addition to mastering the correct answers to each question, it is more important to analyze the reasons why we lost points and formulate improvement measures, so as to try not to make similar mistakes in future exams and reduce undue loss of points. (9) Establish an error correction book, and record error-prone knowledge or reasoning to prevent it from happening again. Strive to find wrong mistakes, analyze them, correct them and prevent them. Understanding: being able to deeply understand the right things from the opposite side; Guo Shuo can get to the root of the error, so as to prescribe the right medicine; Answer questions completely and reason strictly. (10) Extracurricular learning includes reading extracurricular books and newspapers, participating in academic competitions and lectures, and visiting senior students or teachers to exchange learning experiences. Extracurricular learning is a supplement and continuation of in-class learning, which can not only enrich students' cultural and scientific knowledge, deepen and consolidate what they have learned in class, but also satisfy and develop students' hobbies, cultivate students' autonomous learning and work ability, and stimulate students' curiosity and enthusiasm for learning. Step by step to prevent impatience. Because of their young age and limited experience, many high school students are prone to impatience. Some students are greedy and eager for quick results, some students want to "sprint" in a few days, some students are complacent as soon as they get results, and they will be devastated when they encounter setbacks. In view of these situations, we should understand that learning is a long-term accumulation process of consolidating old knowledge and discovering new knowledge, and it is by no means. A very important reason why many excellent students can get good grades is that their basic skills are solid, and their reading, writing and computing abilities have reached the level of automation or semi-automation. 3, pay attention to cultivate interest in learning mathematics. More than 2,000 years ago, Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." It means that it is better to love something than to do it, to know it, to understand it, and to enjoy it than to like it. "Good" and "happy" mean willing to learn and enjoying learning, which is interest. Interest is the best teacher. Only when you are interested can you have hobbies. If you like it, you have to practice and enjoy it. With interest, we can form the initiative and enthusiasm of learning. In mathematics learning, we turn this spontaneous perceptual pleasure into a conscious and rational "understanding" process, which will naturally become the determination to learn mathematics well and the success of mathematics learning. 4. Cultivate your abilities in all aspects consciously. Mathematical ability includes five abilities: logical reasoning ability, abstract thinking ability, calculation ability, spatial imagination ability and problem solving ability. These abilities are cultivated in different mathematics learning environments. In the usual study, we should pay attention to the development of different learning places and participate in all beneficial learning practice activities, such as the second classroom of mathematics, mathematics competitions (advocated by Teacher Jin), intelligence competitions and other activities. Usually pay attention to observation, such as the ability of spatial imagination is to purify thinking through examples, abstract the entities in space in the brain, and analyze and reason in the brain. The cultivation of other abilities must be developed through learning, understanding, training and application. Especially in order to cultivate these abilities, teachers will carefully design "intelligence classes" and "intelligence problems". For example, multimedia teaching such as multi-solution to one problem, analogical classification training, model application and computer are all good courses to cultivate mathematical ability. In these courses, students must devote themselves wholeheartedly, participate in all-round intelligence, and finally realize the all-round development of their abilities. 5. Establish a good relationship with classmates, strive to be a "little teacher" and form a "mutual aid group" for math learning. 6. Treat your academic performance correctly. Due to the differences in various conditions, students' grades must be good or bad, which is appropriate compared with other students. It can be to find the gap with others and find the direction and goal of your own efforts. But for each student, it is more important to compare with their own past to see if there is progress. When there is progress, although the score may not be high, he should guard against arrogance and rashness, make constant efforts and make continuous progress. When retrogression occurs, it is necessary to analyze the reasons, learn lessons and put forward improvement measures in time.