These are all textbooks published by PEP.
1. Review should pay attention to textbooks, whether it is the annual college entrance examination, national examination or every unified examination. The test questions change year by year, and the important and difficult points change. Our math review work should not be overwhelmed by this unpredictable superficial phenomenon, but should grasp the root cause. What the hell is this? Is it irresponsible gossip? Or a celebrity's speech or someone's information? Or a mock exam for a prestigious school? In any case, in any case, if you think about it carefully, you still have to face the root, that is, textbooks, and take textbooks as the root. When reviewing, we should focus on clarifying the basic knowledge and knowledge structure of textbooks, systematically combing the knowledge context of textbooks, summarizing basic mathematical methods, selecting examples, guiding students to use knowledge flexibly and solving problems correctly and quickly by using basic mathematical methods. (1) Review, pay attention to remind students to accurately express and substantially understand basic concepts, strengthen concept teaching, pay attention to the positive and negative use of theorems, axioms, lemmas, formulas, flexible use, and their scope of use, so as to achieve five levels: ① accurately understand any concept in the textbook; (2) can prove all the important laws, theorems and formulas in the textbook. (3) Be able to write the known and verified laws and theorems in the textbook, and prove them, and write the process of proof. (4) Be able to do every example and exercise in the textbook by yourself. 5] Summarize all the exercises and examples in the textbook, and classify, remember and describe them according to the laws and solutions. On the basis of completing the exercises and examples in the textbook, I can make up some similar topics, change the conditions of the textbook topics, and deal with a topic from both positive and negative aspects, so as not to fall into the feeling of being in a sea of questions, and achieve the effect of drawing inferences from one instance and getting twice the result with half the effort. At the same time, students are often given demonstrations in this respect, so that students can adapt to this aspect and learn this learning method slowly. For example, in class, only one topic can be deformed from different angles. Of course, such topics should be carefully selected, and teachers should make great efforts to prepare lessons. Such a cycle will be very helpful for future teaching. It is also very helpful for students. When I was a senior three student in the 98-99 school year, I adopted this method and achieved good results because of the poor quality of the students and because the students in Grade One and Grade Two did not do enough in this respect. After this semester, students can basically do this learning method by themselves, and their grades have also gone up. Students know textbook knowledge like the back of their hands, and they can basically have answers to everything they do. I don't know where to start, which is why I ask students to pay attention to textbooks. In fact, what students fear most is that they don't know the learning methods, which leads to poor learning efficiency. On the one hand, we also need our teachers to pay attention to textbook knowledge and learning methods. If our teachers can't pay attention to it, so can the students. In the review class, students should be guided how to find and classify the memories of these knowledge in textbooks. Teach students how to deal with it. Second, teachers should also pay attention to strengthening "basic knowledge, basic skills and basic methods" when reviewing, which is what we usually call "three basic training". These three links are also important for students to learn mathematics, science and education well. It is also one of the purposes of middle school mathematics teaching to let students learn the three basics well. For students, the three basics are relatively weak, which is also a common problem for students. Our students' scores in each exam are generally low, and the excellent rate and qualified rate are very poor, because our students are selected from key middle schools, and their foundation is relatively poor, and the three basics are even worse. A sample survey of college entrance examination in a province shows that the score rate of multiple-choice science is 60%. Liberal arts accounted for 55%, fill-in-the-blank questions accounted for 63%, and liberal arts accounted for 46%. Therefore, in my teaching or review, even in the review of the college entrance examination, I also persistently and unswervingly grasp the three-basic teaching and improve the teaching quality of the three-basic teaching. This is also the requirement of quality education and the requirement of improving students' mathematics literacy. Our teachers should also do: (1) and strengthen concept teaching. Many things in mathematics need us to have a definition first. Starting from the process of knowledge, guiding students to understand the essence and nature of the problem, leaving the concept, there is no fundamental talk. Students should be guided to remember and understand confusing concepts. So as to strengthen students' understanding of the nature of the problem. Useful theorems, properties, formulas, in review, remind students to know their purpose and scope of use at all times, equip some topics that students are prone to make mistakes in this respect after class, and really eliminate the confusion between topics through training and thinking, so as to understand and distinguish them in essence. (2) The teaching of basic skills and methods is also the teaching of cultivating students' attention to mathematical thoughts. In the review, we should focus on the basic mathematical methods and ideas with universal significance in mathematics learning and application, and always instill this idea in the review, so that students can learn to solve problems in general ways. (3) On the basis of strengthening the "three basics" teaching, focus on the knowledge and methods that middle school students must master and may continue to learn in college, and seriously strengthen the training of students. As the saying goes, standing high and looking far is the truth. In this respect, it is necessary to establish the position of mathematics in students' minds from the beginning of senior one and senior two. Senior one and senior two have enough stamina, and senior three can catch up. Grasping the "three basics teaching" is a long-term teaching task for our math teachers. We get inspiration from teaching. These aspects are well done, and students are interested in learning. In our usual teaching, we often instill these things, so that students can "know the three basics". Why didn't the basic questions (multiple choice questions and fill-in-the-blank questions) be done well in the exam? Second, the teacher is going to review, which means to accumulate materials and prepare lessons. Accumulation 1: It is suggested that the teacher prepare a notebook to record the mistakes in students' homework, common misconceptions, wrong problem solving methods, wrong expression methods, wrong cognitive methods, etc. In normal times, we should make minor review or major review, emphasize and put forward repeatedly, reduce students' mistakes as much as possible, and at the same time organize some topics in various aspects and set some "traps" to let students go first and gain wisdom. In this way, after a teaching stage, the review will be targeted, not blind, and better teaching results will be achieved in the limited teaching time. Try to make up for the lack of students in three aspects. This is also an important teaching link that we often talk about-accumulation 2: In order to improve review efficiency and ensure teaching quality in a limited time, teachers should also strive to improve their professional level and mathematics literacy. Accumulate good teaching methods, especially general thinking methods. Do it in this respect. Accumulate good teaching methods and put them into practice, and master some special operation skills. The ability to turn the special into the general and turn practical problems into mathematical models (a hot spot in the college entrance examination). From the traditional college entrance examination, it is found that more than half of the problems in mathematics need to be calculated. The common problems of students in exams are that they are not good at transforming practical problems into abstract mathematical problems, and they have narrow ideas for solving problems and can't find good solutions. Many abilities in this field need to be taught by teachers during lectures or review. Therefore, it is very important for our teachers to accumulate some good math methods. Moreover, these all need to start from the first year of high school. Persistently grasp the third year of high school, and be improved and sublimated in the third year of high school. For example, solid geometry: reduction to absurdity, identity, structural plane method, excavation and filling method, lateral expansion method, equal product method and so on. Algebra of senior one includes discriminant method, comparison method, collocation method, undetermined coefficient method, construction function method, auxiliary equation method, method of substitution, inverse function method and mirror image method. Senior two algebra includes: reduction method, recursion method, order difference method, induction method, split term method, dislocation subtraction method, basic inequality method, complex number method and so on. Plane analytic geometry includes substitution method, adjoint method, domain method, quadratic function method, substitution point method, David theorem method, geometric property method, definition method and so on. The above is not all the methods and ideas. As long as our teachers pay attention to accumulation in peacetime, there will be more and more methods and more skilled problem solving. Students will study hard and admire your thinking with your agile thinking, so that students' interest in learning will follow. The more students learn and live, the higher the teaching quality will be.