Many students are affected by the pressure of entering a higher school when they take the senior high school entrance examination. In order to squeeze out more time to review and prepare for the exam, school teachers squeeze out the study time of the new curriculum and delete the contents that are not included in the exam or that they think are not important, resulting in incomplete knowledge structure of students and poor mastery of basic knowledge. For example, students find it difficult because new courses such as junior high school function and plane geometry don't have enough study time. With such a shadow, students are afraid of learning functions and solid geometry in high school. As a result, after entering senior high school, many students began to lose their motivation to learn because they failed one or two exams. Learning mathematics became a burden and they could not learn well.
(2) The instruction of study habits and methods is not enough
Junior high school teaching pays little attention to the guidance of students' learning habits and methods, ignores the cultivation and infiltration of mathematical thinking methods (students' cognitive level is acceptable now), and is keen on mastering problem-solving methods through a lot of practice imitation, such as learning quadratic functions in junior high school. However, high school study emphasizes thinking and mathematical thinking, and the topics are flexible, which leads to everyone's inadaptability.
(3) Lack of psychological preparation, weak psychological endurance and interference from non-intellectual factors.
From junior high school to senior high school, especially in key middle schools, you enter senior high school with the joy of victory, full of pride and hope, hoping to show your talents in senior high school mathematics study and get high marks like junior high school exams. In addition, because you are an "excellent student" in junior high school, you are often concerned and praised by teachers, growing up with flowers and praise, and you have a sense of pride and superiority psychologically. Entering high schools (especially key ones), top students are relatively concentrated, and their math scores are no longer absolutely dominant. They also face fierce competition. Their sense of superiority and pride can not be taken care of by teachers in time, thus losing their self-confidence and enhancing their sense of inferiority. Some students unilaterally think that they will get what they want after one year (or even months of hard work). After entering high school, they want to play first, and then try to get into college. I am not fully prepared for the difficulties in high school, and I suddenly encounter difficulties, and my psychological endurance is not enough. So I feel very uncomfortable when I enter high school, and there are great obstacles in math learning.
(4) The sharp contrast between junior high school and senior high school in teaching content, requirements and teaching methods.
With the implementation of junior high school curriculum reform and the continuous promotion of nine-year compulsory education, the teaching content of junior high school has been continuously deleted and the requirements have been continuously lowered, while the teaching content of senior high school is the newly added content in the experimental revised textbook currently used. Coupled with the fierce competition in the college entrance examination, the adjustment of the direction of the college entrance examination questions (from focusing on knowledge to focusing on ability in the past) has led to some "strategic" adjustments in senior high school mathematics teaching, catching up with the teaching progress, ending the new lesson ahead of schedule and striving for review time, without taking into account the reception level of senior one students. In addition, high school mathematics teaching focuses on cultivating thinking ability, analyzing and solving problems. The training of strengthening thinking replaces the training of strengthening knowledge mastery and problem solving in junior high school. This different orientation will inevitably raise the requirements for students, which is an important factor for freshmen to feel uncomfortable.
Some suggestions for everyone:
We should actively adjust our mentality.
I feel that mathematics is difficult to learn for the time being, so don't be afraid. Most students will encounter such a situation. The difficulty is temporary. I believe I can learn math well and build up confidence in it. Gradually learn to evaluate your study. Scores can reflect some situations, but they are a little rough. After making a detailed diagnosis of your situation, you will have the opportunity to correct it effectively.
Write more and do the questions frequently.
In high school math class, many teachers write on the blackboard. First of all, mathematics is a symbolic language, because the introduction of symbols makes the expression of mathematics more clear and concise. Secondly, mathematics is abstract. If we don't start writing, we may not be able to infer what the next step is. High school needs students' thinking ability, and imagination alone can't go far. Writing more, not only requires students to calculate, but more importantly, clarifies our thinking through the writing of problem-solving steps. For example, when learning basic functions, we should use more strokes, draw more function images and combine numbers and shapes, so that the basic properties of functions will be clear at a glance.
Attach importance to the study of concepts
Concept is the cell of thinking, and mathematical concept is an important part of mathematics. The understanding of mathematical concepts is not limited to literal, but should process the connotation of the concept, not only learn to understand the concept from the front, but also cite counterexamples, even from the perspective of symbols and graphics. For example, when we study arithmetic progression's concept, we should know the relationship between arithmetic progression's general term, the first term, the number of terms and tolerance, and establish a comprehensive psychological schema in our minds. So don't always want to eat a fat man, which will lead to a weak foundation in senior three and difficulties in learning.
Do exercises properly.
Most students can't learn math well if they just attend classes without doing problems. The process of practice is the process of thinking. Through practice, we can deepen our understanding of the concept, and further understanding of the concept will naturally attract our attention to more related content. In the long run, our thinking will become open and our problem-solving thinking will become agile.
Review and solve problems, summarize and reflect.
A flying insect tried to escape through the glass window. It repeated this action over and over again, and flew into the house from there without trying the open window next to it. "Try again" is a popular suggestion, but the flying bug didn't succeed. But man can wisely change his attempt and explore various possibilities with a deeper understanding. After solving a problem or listening to an example, we should review the process of solving the problem. At this time, we can fully understand the problem. The success of solving problems depends on choosing the right angle. We might as well ask ourselves three "W": What is known? Why do you choose such an angle (why)? How to get the result (how)? The progress of solving problems is to mobilize and organize the knowledge obtained before, and extract some elements from memory and use them in the topic. Developing the habit of reviewing and summarizing problems frequently helps to improve the ability to solve problems.
In addition, children's shoes should remember to learn through independent thinking, independent exploration, hands-on practice, reading self-study, communication with teachers and cooperation with classmates.