For example:

(1) What are the main problems?

1, the basic knowledge is not solid, and you can't master and apply basic methods and basic mathematical ideas skillfully and accurately. ?

2, the exam questions are unclear and sloppy. Incomplete consideration and lack of classification ideas lead to the phenomenon of missing and missing solutions. Consistent but incorrect, correct but incomplete. ?

3. Students' calculation ability is weak, and the phenomenon of losing points in calculation is very serious?

4. Most students have weak expressive ability and poor reasoning ability, which leads to losing points due to disorderly and irregular writing. Geometric proof questions (24, 25, 26, etc. ) the scores are very poor. ?

5. The comprehensive application ability of knowledge is weak, and there is a big deviation in answering comprehensive questions. Question 28: What measures should I take if I don't get full marks (2)?

Attach importance to basic training

① Ensure the accuracy of calculation: In normal calculation, we should emphasize stability, calculate step by step and pay attention to inspection. (2) Do a good job in understanding the test questions: we should strengthen training in teaching at ordinary times, the meaning of the questions is unclear, and we are not in a hurry to write the answers. ③ Normative expression: First, pay attention to logical expression and strict reasoning; The second is to write neatly. In teaching, "deductive reasoning" does not need to be earlier than the requirements of the textbook, but the presentation form can appear in advance, so that students can be familiar with it in frequent contact.

Focus on returning to textbooks and classrooms?

Most of the questions in the senior high school entrance examination come from textbooks or broaden rather than deepen the basic requirements of textbooks, which will better guide our classroom teaching. We should gradually change "teachers speak, students listen;" The teacher asked and the students answered; And a large number of exercises ",to guide students to experience the process of mathematicization from life experience. We must attach importance to the new concept of current curriculum reform, give students time and space to fully engage in mathematics activities, and let students solve problems in their own exploration, personal practice and cooperation and exchange. We should abandon the idea of "emphasizing conclusion over process" in our usual mathematical activities, guide students to actively participate in the process of knowledge formation and exploration, and attach importance to the teaching of mathematical thinking methods.