Of course, some students may say, teacher, I just want to take the math test above 140 or even 150. What should I do? I can only say, classmate, you are really ambitious, and you had the charm of a teacher when you were young.
When we know this, we know that the main problem is not that the questioner is too cunning, but that we don't pay enough attention to it ourselves. Many students and parents are always willing to believe many so-called exam predictions or betting questions in the market when they have no choice, just because they don't know what to take, and all the students who have listened to my class know that they can win if they study a little. I mean, you can also bet on this issue. Because although the questions are different every year, the methods are similar every year. We rarely make predictions about exam questions, but the predictions are basically exam questions.
Solution considerations
After understanding the above basic principles and solutions, I want to say two points for attention, which are also important issues to help students develop the habit of scientific study and examination.
Listen to the topic
First, whenever you do a problem, you should listen. I sometimes feel that there is a great tragedy in many students, that is, we claim that we have been trained by exam-oriented education for many years, but we have not been trained enough to take the exam. This is a strange thing. Many students got the questions and began to read them. After reading it, I found that I didn't quite understand it. They read it again, and it was better. They picked up the pen and turned it around, and then they began to think about what to do on this topic. When they started writing, the other students had already done the next question.
Ladies and gentlemen, to put it bluntly, what's on the math exam? Test translation! That is, we are required to use mathematical language to express the words in the topic, and the so-called mathematical language is nothing more than two, one is the relationship between graphics, points, lines and surfaces; One is a formula, one is an equality and the other is an inequality. According to the order and requirements of the topic, all the elements in the topic are expressed as letters, and then the equations and inequalities are written with these letters and related symbols, and the topic is almost done. Anyone who has listened to my class knows that I even published an article entitled "Obedience" on the Internet. You can have a look if you are interested. If you are not interested, you can cultivate a little interest before reading. If there is a point in the topic, immediately write the coordinates (x, y), if there is a line in the topic, immediately establish the equation, if there is a constant in the topic, immediately write the maximum value of the function, and so on. Many of our classmates are used to thinking before writing, but have you ever wondered what makes you think you can think clearly if you don't write something first?
On the other hand, I have also told many students that all standardized test questions are carefully designed and carefully scrutinized. Even a number or a word is meaningful. For example, if the topic says to find a, it must be to solve the equation to find the specific value, and if the topic says to find the range of a, it must be to solve the inequality with column inequality or separate the parameter evaluation range; If a complex numerical condition is given in the topic, such as six/seven root number two, then the result of this topic must be a common special number. The more complicated the conditions, the simpler the result is. The reason is that a simple number can be used as a condition here. Why not use it? It must be to get the number that everyone likes in the end as a result. All problem solving is the reverse operation of proposition. Since the proposition is carefully designed, there must be traces to follow in solving the problem.
Own question bank
Second, we should establish our own exclusive question bank. Many students asked me, what materials should I use for the final review? Still the basic idea, our problem is not that there is no information, but that there are too many materials, too many popular college entrance examination review materials in the market, and too many questions for us students to do. So many students are in a state of numbness, only knowing that they are doing the problem and don't know what they are doing. There is a saying that there were four disasters in China's modern history: ten years of turmoil, eight years of anti-Japanese war, five years of college entrance examination and three years of simulation. I have to say that the three-year simulation of the five-year college entrance examination is really a good book, but it is really hard to say whether it is suitable for every student's high-intensity and high-dose use.
What I want to say is that for those who really study well in mathematics, they must not have done all the questions, but have their own question bank. During the exam, many students have a basic state, that is: hey, I have seen this question before, but I can't remember it at once; After the exam, the teacher fell into another state when commenting: hey, this question was originally done, why didn't I remember it during the exam? In fact, the reason for this situation is very simple. We just think that we understand many topics, we will do them and forget them next time-we are not skilled, we have not practiced repeatedly on important topics, and we have no deep understanding of wrong topics. And the above two topics are more meaningful to us, because important topics will be repeatedly tested, and the mistakes made now will definitely be repeated. If we do these two books well, our review will be fruitful, rewarding and adding value every day. The more important significance of establishing our own review materials is that in this way, our review will be more targeted and our goals will be clearer and clearer. Once the goal is more clear,