First, the situation analysis:

The overall performance of junior one students is ideal, but there are also some shortcomings, such as: the number of students who get full marks is not enough.

Grade two and grade three are not satisfactory.

According to statistics, there are many reasons for losing points in the big questions behind, mainly the following:

(1), the two basics are weak, and students have a weak grasp of basic knowledge and skills.

(2) The depth of mathematical thoughts and methods is not enough, so students can't consciously use appropriate mathematical thoughts and methods to solve related problems.

(3) The answering skills and strategies are unscientific, so students can't play their true knowledge level.

(4) Usually, the training of some knowledge points is not in place, which leads to students' poor comprehensive analysis and problem-solving ability and can not reach the degree of flexible application. The lack of standardized training in solving problems has caused some students to be "right, right and incomplete".

(5) Students' autonomous learning and inquiry abilities are not well cultivated, and their ability to examine questions is not well cultivated.

Second, teaching suggestions

1, return to textbooks and lay a solid foundation.

In recent years, there are many new questions in mathematics, but most of them are taken from textbooks. The composition of questions is based on examples, exercises and exercises in textbooks, and through analogy, processing and transformation, strengthening or weakening conditions, extending or expanding. Therefore, our teaching should return to the textbook, study the textbook seriously, and give full play to the demonstration role of the textbook.

2. Strengthen training and improve computing ability.

Although computing ability is also a basic skill, we emphasize this alone because computing is a big question in the exam, and success or failure lies in computing. To solve this problem, we must work hard in peacetime and train students with high standards and strict requirements. Only in this way can the answer be standardized, the expression accurate and the inference reasonable. Computing ability is sometimes not only ability, but also a computing consciousness. It is accumulated through the usual drip training.

3. Study the learning situation and find the scoring point.

Besides paying attention to the development of students' academic ability, we should also pay attention to some test-taking skills and some scoring points. There are the following aspects that we cannot ignore:

(1) Normality of students' writing and expression.

(2) The rationality of solving problems and time allocation. We should consciously train students' problem-solving speed and standardize the problem-solving process.

4. Pay attention to life and strengthen application.

In teaching, we should always pay attention to the reality of social life, write some practical mathematics questions close to life and reality, and guide students to learn to read, examine questions, obtain information and solve problems. Abstract practical problems into mathematical models and explain and apply them. This can guide students to understand the close relationship between mathematics and human society in solving problems, enhance their understanding of mathematics, and inspire students to care about life and society at ordinary times.

5. Scientific training and standardized problem solving.

Standardizing students' problem-solving steps is a sharp weapon to improve students' grades. It is suggested that teachers should pay full attention to the requirements of various standards for students to solve problems in daily teaching. Ensure that students will not lose points on the questions they will do in the exam.

In short, there are various teaching methods for junior high school mathematics, but all of them have a premise, that is, they are suitable for their own students and their own learning situation, so that students can truly become the masters of learning from learning to practice. Only when teachers and students exert their subjective initiative can teaching activities produce the best results.