Nowadays, students have higher and higher requirements for the choice of colleges and universities, and the competition for students' study tends to be fierce. However, it often happens that many students usually study hard, but their grades are often poor, which is usually caused by inefficient learning or poor learning methods. Especially when entering the third year of senior high school, they are faced with severe entrance examination pressure, and mathematics is often regarded by students as an abstract, boring and difficult subject, which makes some students lose interest in mathematics gradually, thus causing instability or even retrogression in their academic performance, and eventually leading to failure in the college entrance examination.

First, eliminate psychological barriers and cultivate a positive attitude.

Many students in liberal arts classes can't learn math well. In addition to the abstraction of high school mathematics itself, it is more important to learn mathematics without continuity. They are too willful, too casual, sometimes passionate, sometimes disheartened, discouraged when they encounter difficulties, and at a loss when they see the scores. In fact, the purpose of learning is to gain a way of thinking about things and a way to continue learning through learning. Therefore, I will educate students to aim high, be confident and self-reliant, think deeply and make progress within the limited preparation time, start with simple and basic questions according to their own foundation, experience the rationality of mathematical methods to do problems, find a breakthrough from knowledge and psychology, and improve their ability to solve mathematical problems by understanding the essence of mathematical problems and solving them. In addition, there are many exams in senior three. I ask students to set a realistic goal for themselves. Only those who have struggled can feel a sense of accomplishment when they see their scores getting higher and higher every time. I believe that only by studying efficiently can they study happily.

Second, eliminate opposing emotions and establish a good relationship between teachers and students.

Many math teachers are biased against liberal arts students themselves, and always think that liberal arts students don't like learning math and have poor grades. I've had similar thoughts before. Moreover, liberal arts students privately think that mathematics is not easy to learn, but they are not interested in mathematics. Some students even have the idea of giving up math subjects, and naturally they lack a good impression on math teachers. Under such a premise, it is impossible for students to learn mathematics well. Interest is the first guide to learning. How to make teachers abandon prejudice against students, stimulate students' interest in learning mathematics, and at the same time make students respect and admire teachers and be close to each other, then teachers and students collectively and students individually will be psychologically coordinated and accepted. This harmonious atmosphere plays an important role in maintaining normal teaching order and ensuring the completion of teaching tasks. Therefore, I believe that establishing a good relationship between teachers and students is the basis for improving the math scores of liberal arts students. So, how to establish a good teacher-student relationship?

Generally speaking, in order to establish a closer relationship between teachers and students, it is necessary to go through four steps: contact, closeness, * * and trust. As I teach a science class in Grade Two, I am not familiar with students this year. The first contact between teachers and students will inevitably produce a sense of strangeness and awe, especially those with poor math scores, who are afraid of math teachers and stay away from them. Then as a teacher, we should take the initiative to contact students and communicate with them often to eliminate their fears. After many good contacts, students feel that the teacher is approachable, which leads to feelings of being close to the teacher. Teachers' sincere care and patient guidance are understood by students in their study and life, or arouse students' strong interest in life, which in turn leads to emotional singing. Students will also trust their teachers and "trust their own teachers", and naturally they will gradually become interested in mathematics, which will naturally help students learn mathematics well. At the same time, in the communication with liberal arts students, I also realized a lot of fun. Because there are more liberal arts girls, they are delicate, lively and cheerful, and are willing to communicate with teachers, which is beyond the reach of science students.

Three, according to the actual situation of students, the implementation of hierarchical teaching.

Every student's personality difference and acceptance ability are different, especially for liberal arts students, and this difference is more obvious in mathematics. To improve the math performance of the whole class, we must face up to the individual differences of students, carry out targeted teaching and teach students in accordance with their aptitude. I adopted the method of hierarchical teaching in my teaching and achieved good teaching results. First of all, we should make clear the learning state of each student, so that we can have a clear goal in teaching. Because there are many art students in senior three, I will make a thorough investigation of the students in each class, and then divide them into three groups according to the actual situation, in which group A is the group with the worst grades, mainly students in sports and art, group B is the group with medium grades and the main force of the class, and group C is the group with excellent grades, which is expected to impact the undergraduate course in the future. This grouping is only used to distinguish the learning level of students, and the students in each group are temporary and can be changed at any time according to the situation. In teaching, there are different requirements for different students. For group A students, the class time is not fixed, and they mainly master the examples and exercises in the textbook; For group B students, the materials and exercises for commenting in class should be basically mastered; For group C, in addition to these, we should expand some topics ourselves, such as buying some materials. In this way, students at all three levels have improved accordingly.

Fourth, eliminate bad habits and take the test paper seriously.

After each test paper is handed out, most students only pay attention to the test results and don't listen to the teacher's comments at all, or forget after listening, or they won't. This kind of paper comment is meaningless to him and will not make any progress. In view of this situation, how to treat the evaluation of test papers correctly is particularly important. I ask students to analyze the problems in the test paper first, whether they are misunderstanding of concepts or application of formulas and theorems; Is the operation not enough, or did not see the meaning of the problem clearly; Is the topic incomprehensible, or is there a blind spot in knowledge? Secondly, we should suit the remedy to the case, find out the mistakes, make up for them in time, pay more attention to them in future training and exams, and reduce unnecessary mistakes. Finally, take good care of the test paper, write down the reasons for the mistakes on the test paper, and write down your own experience. Sort out the questions that are difficult to understand for a while into the wrong set and read them frequently, so that you can get full marks after reviewing the test paper.

After the exam, I asked why some students didn't do well in the exam. The students' answers were nothing more than a large amount of calculation, unfinished homework or careless calculation. It can be seen that mathematical operation ability is very important for liberal arts students, so how should we improve it? The author thinks that we can start from the following aspects: 1, do a good job in examining questions, understand the meaning of questions, tap the deep meaning, and enhance the rationality of students' operation direction. 2. Do a good job in identifying and judging various expressions of written language, graphic language and symbolic language, quickly grasp the essence of the problem and gain insight into the key to the problem. 3. Do a good job in the training of reduction thinking, and you can turn complex problems into some basic problems and solve them with the existing definite solutions and standardized procedures. 4. You can't always analyze your thoughts in class, but always have a perfect demonstration of the process of solving a problem. Otherwise, students' self-practice is also prone to the bad habit of just watching and not doing, not counting, not asking for much understanding, and specious. 5. To urge students to improve the wrong problem book, there should be wrong problem solutions, positive solutions, error cause analysis, improvement methods, precautions and other aspects.

"I feel very shallow on paper and don't know how to do it." In short, improving math performance is not a slogan, but we need to implement it every day and every class. Only by perseverance can we improve the interest of liberal arts students in mathematics, and then continuously improve their academic performance, and finally win the mathematics college entrance examination!