As the saying goes, "teaching and learning learn from each other" is true. Mathematics teachers should not only attach importance to teaching methods, but also guide students to learn methods. Students' learning methods are improper, and the teaching effect is not obvious, especially those who have just entered junior high school. They often bring the study habits of primary school into junior high school, so their grades drop obviously because of their learning methods. Let's talk about taking notes in math class. In the past, students, especially those in Grade One, always asked privately, "Teacher, do you want to take notes in class?" Why do they ask? Because when I was talking about how to do a topic before, some students copied it without thinking, but I shouted, "Don't copy it for the time being, understand it first!" ; As soon as I finished supplementing the knowledge I didn't have in the textbook, they stayed put, but at this time I was shouting, "Take notes quickly!" " " ; What is even more irritating is that the teacher made the same mistake after correcting it many times. I am educating them again: "You only listen and don't remember in class! ".Sometimes I tell them to take notes, sometimes I tell them not to, and they say, Teacher, do you want to take notes or not? How come?

Myth 1: Many students think that there are no notes to remember in mathematics, as long as they can do problems. But in fact, the teacher has said it many times, and many students still won't do or make the same mistakes after taking the exam. This shows that most students can't master all the contents of the teacher's math class, and even if they explain it at that time, they may not be impressed every once in a while.

Myth 3: Some students scribble everywhere, a little east and a little west, or just take a piece of paper and write it down. The result is that they either don't know where to write it down, or they don't know where to look when reviewing, or they can't find it. This is not a white record.

First, there are selective records in "listening to lectures" and "thinking", rather than the "practicing calligraphy" records of the whole class. Only by "listening" and "thinking" can most mathematical knowledge enter students' minds. Only by listening and thinking can we find something that we can't remember or understand for a while and write it down.

Second, we should remember the key points and difficulties of the course, so as to provide a basis for consolidating inductive review after class and save time.

Third, remember the knowledge not in the book and the knowledge added by the teacher. The current textbooks mainly take care of most students, and the books are full of the most basic and commonly used knowledge. But in the process of solving some problems, we need to use knowledge that is not in the textbook, so teachers should supplement some knowledge. For example, in the factorization section of the eighth grade of China Normal University Edition, the teacher must supplement the "group decomposition method" because it is not mentioned in the textbook, and we need to use it when doing some related problems. At this time, students should take notes properly.

Five, according to everyone's situation, specially prepare a notebook, write down the wrong questions and wrong steps in your class, and leave the correct answering process to do after class, so that this set of wrong questions can become your own mirror, learn from it, and don't make the same mistakes again.

In short, our classroom study notes are to remember the key points, difficulties, doubts, key points of solving problems, ideas of solving problems, and error-prone problems or knowledge points added by teachers. These notes become the main basis for consolidation after class. More importantly, with notes, we won't find a needle in a haystack at the end of the review, which makes our review more time-saving and effective.