1 Steps and skills of junior middle school students' math problem-solving process
A good attitude is the premise of success in answering questions.
For many junior high school children, the difficulty of mathematics is not the problem itself, but the fear of difficulty to a greater extent. Many children often "surrender" when they encounter a slightly longer topic, and they haven't finished reading it. On the one hand, it reflects the lack of students' reading ability, on the other hand, it also shows that mentality has more important psychological implications for students to some extent.
Therefore, in the teaching process, mathematics teachers should pay attention to the cultivation of children's self-confidence while improving their interest in mathematics learning. Let students have a good psychological hint about the formation of mathematics-I think others will find it difficult when it is difficult. At the same time, let students form an idea about their own mathematics learning-getting full marks is not success, and it is success to be able to do the right thing for the problems within their own ability every time, and the problems they don't understand can be completed next time through their own efforts.
Scientific habit of doing problems, avoiding mistakes and losing points.
I can often hear such words in students' mouths-"I can do that problem, but unfortunately I have no time." "It's all my carelessness. I chose the wrong topic, I chose the right one. " "The picture of this question is obviously to prove that these two triangles are congruent. Why didn't I see it at the time? " Such mistakes often make teachers and students feel sorry for losing points, but if students can develop a good habit of doing problems at ordinary times, most cases can still be avoided.
The correct order of answering questions can often get twice the result with half the effort: generally speaking, it is necessary to cultivate students' habit of answering questions from easy to difficult, but it is often difficult for many children to strictly implement them in exams. Take the senior high school entrance examination in Shenzhen as an example. The examination methods are usually 12 multiple-choice questions, 4 fill-in-the-blank questions and 6 solution questions. Among them, the last two multiple-choice questions, the last question of the fill-in-the-blank question, the last question of the penultimate question and the last big question are more difficult. In the process of answering questions, if students encounter difficulties in choosing the difficult part of filling in the blanks, they can consider guessing an answer first and then answering other confident questions. This can effectively avoid the waste of valuable answering time.
2 junior high school mathematics answering skills training
Answering questions is easy before it is difficult.
In principle, you should answer the questions from beginning to end, because in the design of test questions, it is generally designed in the order of easy first and difficult later. Answering simple and easy-to-do questions first helps to ease the tension and avoid losing points because the questions you can do are not finished. If there are some forgotten knowledge points on the actual answer sheet, you can "jump" over and do the following questions first.
Carefully examine the questions and answer sheets, and slowly and steadily.
The simplest topic can be read once, and the general topic should be read at least twice. For most students, the answer time is tight, especially the last two questions take up more time, and many candidates have less time to check. So scores often depend on the first answer. In addition, problems such as solving equations and solving resolution functions should be checked first and then done.
Write the topic clearly.
Seek fast in stability, seek fast in accuracy, and avoid chaos in fast. In order to improve the speed of answering questions, in addition to the above-mentioned ability to examine questions and answer questions, we must also improve our writing ability. This ability is not only to write quickly, but also to write regularly and meet the requirements.
Full of confidence in topics I have never seen before.
In the senior high school entrance examination of various courses, it is normal to encounter one or several problems that you have never seen and can't do. On the other hand, if everyone can do the topic of a course, even if it is easy, then there will be something wrong with the exam and it will not reach a reasonable degree of discrimination. Therefore, if there is no "problem" in the exam questions that you have seen before, it will be extremely unhurried. Calm down and deal with it. It is inevitable that some questions can't be thought of at the moment during the exam. Don't get into trouble, because all the knowledge and ability requirements contained in the examination questions are within the scope of the examination syllabus. You might as well change a topic to do first, and then you will often be suddenly enlightened.
3 Mathematics answering skills for senior high school entrance examination
From front to back, it's easy before it's difficult.
Test questions are usually distributed from easy to difficult according to each question type from front to back. Therefore, when solving problems, we should answer them from small to large, from front to back. Of course, sometimes you can't follow the steps mechanically. When there is a problem in the middle, you can jump over first, and then attack or give up. Get the easy score first, don't "go to the black alley". The general principle is easy first, then difficult, multiple-choice questions first, fill in the blanks, and then solve the problem.
Grasp "one fast and one slow".
The so-called "one fast and one slow" means that the questions are slowly examined and the questions are quickly done. After you get the test paper, don't rush for success, answer immediately. The topic itself is actually all the information sources of this topic, so when examining the topic, we must read it word by word, and strive to truly see the meaning of the topic from grammatical structure, logical relationship, mathematical significance and other aspects. Some conditions seem not to be given, but in fact, after careful examination, you will find that you can collect more known information to ensure the correctness of the topic. When thinking about the methods and ideas of solving problems, the answers must be concise, fast and standardized. This will not only win time for the following questions, but more importantly, on the basis of ensuring that you step on the scoring point, simplify the problem-solving steps as much as possible, so that the marking teacher can see your problem-solving steps more clearly.
Different types of problems are treated differently.
(1) Do multiple-choice questions flexibly. Make multiple-choice questions according to the principle of "making small problems small", and use indirect method, direct method, special value substitution method, exclusion method and other methods to improve the efficiency of solving problems while ensuring correctness. (2) Fill in the blanks carefully, one is qualitative conceptual judgment, the other is quantitative reasoning calculation, and the operation speed should be improved appropriately, but the problem-solving process should be "100%". (3) Seriously do the mid-range questions and decompose the high-score questions. Intermediate questions can be done by ordinary students, but the main disadvantage is that "the meeting is wrong, but the right is not complete", so we should carefully examine the questions and reduce mistakes; High-score questions are only the synthesis and superposition of low-score questions, so as long as they are decomposed, they may become many simple questions, allowing you to score as much as possible by analyzing and solving problems.
Full of confidence in topics I have never seen before.
It is normal to encounter one or even several unfamiliar questions in the senior high school entrance examination of various courses; On the other hand, if everyone can do the topic of a course, even if it is easy, the exam will not be good, and it has no reasonable degree of discrimination. Therefore, it is not normal if there are no "problems" in the exam questions that we have not seen before. It is inevitable that some questions can't be thought of at the moment during the exam. Don't get into trouble. You might as well change the subject first, and then you may be suddenly enlightened. Comprehensive questions are long and easy to get upset. Let's not try to solve the whole problem at once. Let's do a little problem first, and the ideas behind will be easy to find. Be calm and adjust yourself. Remember: I can change people easily, I don't care, I can't change people easily, and I'm not afraid of difficulties.
4 junior high school math exam answering skills training
Think from the questioner's point of view
In the process of mathematics examination, students easily fall into the misunderstanding of "subjective judgment", which is actually the most likely problem for students to take any examination. What is subjective assumption? That is, students solve problems according to their own ideas and ideas to a certain extent, and sometimes even have a certain imagination. Therefore, thinking tends to be biased, which eventually leads to mistakes in solving problems. This is a big problem that students must try their best to avoid. In fact, in the past, when the teacher explained the math test paper, he would repeatedly emphasize that he warned the students to think from the perspective of the questioner.
When solving problems, students must fully think and carefully consider why the proposer should set questions like this. Why are these conditions given? What kind of knowledge points does the questioner want to examine through this question? Or do you want to train students' thinking ability? Wait, students should also have such a thinking process in their usual practice, so that they can think like this naturally during the exam and will not ignore this process because the exam time is tight. In the process of doing problems, students usually think about how to solve problems from their own perspective. By thinking from the point of view of the questioner and carefully speculating the intention of the questioner, it can provide students with a brand-new way of thinking, and also help students deepen their understanding of knowledge points, thus constantly expanding their thinking and making themselves more calm and targeted in future exams.
Answer the question of what Lenovo has learned.
As mentioned above, students must think from the questioner's point of view during the exam. For those very simple "sending sub-questions", this step can be omitted, but it also needs to be taken seriously, because often simple questions are easy to make mistakes, and sometimes seemingly simple questions will be "hidden", and students will make mistakes if they are not careful. For those questions that have been thought for a long time and still can't be started, students need to think from the perspective of the proposer. As mentioned above, I won't repeat it here. Then after the students think from the proposer's point of view, the next step is to connect what they have learned and solve problems with what they have learned. There may be several situations in this step.
First, students know what knowledge points to test, but they can't use them, and they can't remember what the required mathematical formula is. In this case, there is no good way, only systematic review, firmly remember the knowledge points, and master the formula in the process of doing the problem. Second, students may have mastered the knowledge points that the proposer wanted to examine, but they didn't see them. This is a typical knowledge point application is not skilled. The most effective way to avoid this situation is to practice a lot and get familiar with different application methods of the same knowledge point through practice. It can be said that only by systematically mastering the knowledge context of junior high school mathematics can we basically take into account the situations that can be considered in the exam and deal with various problems in the exam more flexibly.
Steps and skills of junior middle school students' mathematics answering process