How to talk about topics in the review of senior high school entrance examination? Lecturing is one of the daily work of every math teacher. By giving lectures, combing the context of knowledge, summarizing the methods of solving problems and refining the methods of mathematical thinking, students' thinking level and mathematical literacy can be improved. Talking about topics plays an important role in the general review of mathematics in grade three. How to talk about topics in the review of senior high school entrance examination? First, about "Why?" -the goal design of the topic n combs the context of knowledge n induces the method of solving problems n refines the method of mathematical thinking n improves students' thinking level and mathematical literacy 1. "Why?" -The goal design of the topic n The explanation of the topic in the third grade review should take the knowledge context as a clue, review the knowledge points involved, and associate the general methods or mathematical models involved in applying these knowledge, mainly highlighting the exploration of problem-solving ideas, the induction of problem-solving methods and the summary of problem-solving experience. First, about "Why?" -Target design of theme presentation n Through theme presentation, students can: internalize knowledge and gain ideas? Understanding method? Master problem-solving strategies. It also improves students' quality and ability for their future work and study. Second, about "say what?" -the content of the topic n through the teacher's words, guide students to "what to learn" and "how to learn" n guide students to turn what the teacher said into their own things: know →→→→→→→→→→ internalize 2. About "about what?" -Content n During this period, students should be guided to say, "What do you think?" "What's the confusion?" Then show the teacher's thinking process in an orderly way. However, this process of thinking about problems is not a demonstration of teachers' personal experience in solving problems, but a process of exploring mathematical problem-solving methods based on students' knowledge reserve, thinking level and problem-solving ability, which is suitable for students' mathematical learning experience. Therefore, instructing students "how to learn" is more meaningful to enrich students' mathematics learning experience and has a far-reaching impact on students' ability to solve problems. Third, about "how to speak"-the way to talk about problems n Solving mathematical problems can generally be divided into three steps: u Examining the questions, understanding the meaning of the questions (clearly knowing and concluding) u Exploring the ideas for solving the problems u Four steps to correctly answer the teacher's questions: Step 1: Examining the questions n What can be found directly by reading the questions? What is the conclusion? What are the implied conditions in the picture or in the title? The four steps of the teacher's lecture: Step 2: What knowledge points or mathematical models can be associated with the analysis of N questions? What intermediate conclusions can be drawn from the known conditions? (According to the reason, find the result) n Starting from the conclusion, find the required conditions? Four steps for a teacher to talk about a topic: Step 3: Problem solving process n Logical reasoning n Normative expression n Pay attention to four steps for a local teacher to talk about a topic that is easy to confuse and make mistakes: Step 4: Rethink after finishing a topic. Teacher Luo, a researcher in Haizhu District, gave the following specific instructions on how to guide students to reflect after solving a problem: n 1. Reflective thinking process n 2. The process of solving problems. Rethinking of multiple solutions to one problem. Rethink a problem with multiple changes. The overall impression of the reflection question The four steps of the teacher's lecture: The fourth step: Is there a hidden condition that is easy to be ignored in the reflection question after the question N 1? How did you find out? Does N2 have many ways to solve problems? What mathematical thinking methods does n 3 contain? N ④ Did you use some common mathematical model (quantitative relation or geometric composition)? N ⑤ Did you miss the key step of grading in the process of solving problems? Can early warning be prevented? N 6 in the process of finding a solution, what are the places you are easy to neglect? What part of this question do you appreciate best? Examples of n variants. Make two points clear: n 1. The object of the teacher's lecture is the students! N 2。 Teachers should not only think about exercises from their own perspective, but also think about exercises from the perspective of students' doing exercises, and even examine questions from the perspective of proposers. Only in this way can we maximize the potential of practice and improve the efficiency of lectures. For example, what is a "comprehensive question"? N The so-called comprehensive problem is a complex problem that spans two or more knowledge blocks, and it needs to be solved by using some knowledge points in two or more knowledge blocks through appropriate calculation and reasoning. In junior high school mathematics, comprehensive problems often involve many knowledge points such as algebra, geometry or probability statistics, many basic skills and many mathematical thinking methods. Mathematical thought is the soul of comprehensive problems. N To solve the comprehensive problem, there must be scientific methods to analyze the problem, and mathematical thought is the soul of the comprehensive problem. N Teachers guide students to understand and summarize important ideas such as mathematical transformation, combination of numbers and shapes, classified discussion, equation and graphic transformation. In solving mathematical comprehensive problems, we can understand and master them by giving lectures and combining practical problems with variant problems. This is the key for students to master the method of solving comprehensive problems, and it is also a goal for teachers to explain comprehensive problems.