First, with regard to reading, there are few off-topic and strange questions when reading the math test papers in recent years. Often examine students' ability to understand, master and comprehensively apply basic concepts and theories. The test of basic knowledge is about 60 points or more. Therefore, candidates should first accurately, comprehensively and completely understand the required basic knowledge points, and then learn to comprehensively use these basic knowledge points to analyze and solve problems. As the saying goes, "a clever woman can't cook without rice." If a candidate doesn't have a formula or theorem stored in his brain, how can he think of using this formula or theorem to solve problems when he encounters problems? If there are not many formulas stored in his brain, how can he choose the best formula to solve the problem when doing it? Therefore, in order to solve problems quickly and correctly, candidates must store a large number of digested formulas, inferences and theorems in their brains and call them at any time when necessary. Candidates who have to look up the formula when they encounter problems in the quick exam obviously can't get good grades in mathematics. I suggest that candidates should focus on reading in the first round of review, and cooperate with some simple questions to better understand concepts, formulas and inferences. Candidates should choose suitable teaching materials according to their actual situation and examination needs. The review textbook should be a formal publication with appropriate depth and breadth, detailed description, easy to understand and easy for self-study. You may wish to consult your brother, sister or teacher before choosing. I think candidates need two kinds of review materials, one is teaching materials, such as Advanced Mathematics (5th edition) and Linear Algebra (3rd edition) compiled by Tongji University, and Probability and Mathematical Statistics (3rd edition) compiled by Zhejiang University, which are very good, and the other is materials written by postgraduate entrance examination. You can choose some books written by psychological consultants. The difficulty and thinking of the books written by these postgraduate experts are different. Candidates choose suitable materials according to their own needs. Li Yongle's book, for example, pays attention to the basics and its content is simple and easy to understand. Textbooks can be reviewed with reference to the syllabus. Although the outline of 2006 has not come down yet, it is enough to find the outline of last year when reviewing because the outline of mathematics examination has not changed much in recent years. The knowledge points that require "knowing", "understanding" and "mastering" in the outline should be grasped emphatically. If the examinee has a poor mathematical foundation, it is difficult to understand the concepts, principles and methods. Consider enrolling in a basic or intensive math class and reviewing math under the guidance of the teacher. Of course, before attending the remedial class, we should review the math again and try our best to understand the required knowledge. Otherwise, when I go to work for class, I will go to unknown so, and the effect of class will be greatly reduced. Second, candidates must ensure a certain amount of questions! Reading is to acquire theoretical knowledge. If you want to get good grades in the examination room, you must go through a lot of practice. Only after a lot of practice can we skillfully use theoretical knowledge. There are many advantages of doing exercises: first, as mentioned above, we can accurately understand and grasp the connotation and extension of basic concepts, formulas and conclusions through doing exercises, and gradually master their usage methods. Simply reading books, many concepts can't grasp the essence, and I don't know under what circumstances and how to use them. On the test paper, candidates don't need to write a certain concept or formula by heart, but use these concepts or formulas to solve problems. This ability to use formulas flexibly can only be obtained by doing questions, so candidates must do a certain number of questions. Second, do more questions and have ideas for doing them. Although the topics of mathematics are ever-changing, the basic structure is basically the same, the questions will not change much, and the answers to the questions have certain rules to be found. Doing more questions will naturally form a problem-solving idea soon. Third, doing more problems can improve the speed and accuracy of solving problems. Multiple-choice questions and fill-in-the-blank questions account for a large proportion in mathematics test papers, and the answers to these questions are often "a miss of a millimeter, a miss of a thousand miles". If you are not careful, you will be wiped out in one step. It can't be said that you won't make mistakes as long as you do the questions carefully in the examination room. In fact, some seemingly careless mistakes are because candidates have never encountered such mistakes before, and they don't realize that they should pay attention to these problems in their brains, so such mistakes can not be avoided only by being careful and careful. Candidates should accumulate and correct these mistakes when doing problems at ordinary times, and cultivate the habit of doing problems carefully and carefully, so that they will not make these mistakes easily in the examination room. In addition, the topic does not need to be done too much, and it does not need to be immersed in the sea of questions all day, as long as you master the knowledge points that need to be mastered and can skillfully use them. On the one hand, candidates should do real questions, on the other hand, they should do questions with appropriate difficulty, full coverage and concentrated expression of the requirements of the examination outline, and the number should be grasped by themselves. At present, there is a subject that uses mathematical knowledge and methods to solve practical problems, such as snowdrift melting, pressure calculation, steam hammer work, ocean survey, plane taxiing and so on. If candidates are not used to solving practical problems by mathematical methods, they should strengthen their training in peacetime. Third, about thinking "The more you think, the less you do", which means that the more you think actively, actively and effectively in the process of doing problems, the less problems you need to do. This is my summary of math review. You don't need sea tactics to learn math well. It is not advisable to do a lot of questions without thinking, and it is not advisable to get answers after finishing the questions. Candidates say that they don't think at all in the process of doing the problem, which is obviously wrong, but there are indeed some candidates who don't realize the importance of thinking and don't fully mobilize their brains to think, so the gains gained through thinking are limited. Focusing on doing problems without thinking, candidates are very tired and easily feel anxious and disgusted with math review. Only by thinking actively in the process of doing the problem can we understand and master the knowledge more deeply, the knowledge we have learned can become our own knowledge, can we keep it in our minds for a longer time, and can we have independent problem-solving ability and stimulate our interest in mathematics learning. Candidates should think from two aspects! One is to think while reading. For example, when you encounter knowledge points in textbooks such as definitions, formulas and inferences, you should understand the connotation and extension of each knowledge point through thinking, and think about other knowledge points related to this knowledge point, that is, think about the relationship between various knowledge points, sort out knowledge and systematize knowledge. The second is to think when doing the problem. Think about the formulas, principles and methods used in the process of solving problems, the subjects and chapters involved in the topic, and the best way to solve problems. Some tutors suggest that candidates "look at the questions" in the later stage of math review, which I think is also reasonable. However, reviewing the "problem-solving" in the later stage is not simply looking at the problem, passively looking at other people's problem-solving steps, or looking at the problem-solving steps of their previous projects. "Looking at the topic" is a reflection on the previous topic, a summary of various problem-solving methods, and a re-consolidation of the learned knowledge. When you look at the problems or examples you have done before, first form a problem-solving idea in your mind, try to solve problems in various ways, write down the problem-solving steps when necessary, and then compare it with the previous or other people's problem-solving ideas, compare their advantages and disadvantages, and take the essence. "Looking at the questions" is a method used by candidates in the last round of review after doing a lot of questions. Some of the previous questions need to be reviewed and consolidated again, and the review time in the later period is relatively tight. Mathematics review is like this, reading, doing problems and thinking are indispensable. Reading is the premise and foundation, and it is possible to do the right topic through reading. Doing the problem is the key and the purpose. Only by knowing how to do the questions, doing the right questions and doing the questions quickly can we cope with the exams and achieve our goals. Thinking is to read and do problems more effectively. These three are organically combined and indispensable.