Let's take a look at the top ten reasons why math is not good: 1. The weak foundation of mathematics leads to the more you learn, the less confident you are and even give up. You are familiar with the basic knowledge, but you can't apply it. When you do the problem, you like to review the similar problems you have done before, and you need to try many times to answer them. 5. nervous stage fright during the exam leads to the loss of points in the questions you usually do. It is easy to form a brain blank. 6. Spend a lot of time on big questions, often do or may do big questions in exams, but the score is lost on the questions that should not be lost. 7. If you don't summarize, it feels strange every time you do a problem. 8. The speed of doing the questions is slow, and the examination time is not enough. 9. The questions are not rigorous. I always lose points in details or miscalculations. Some people make mistakes in solving problems, resulting in a total loss of 10. Learning attitude is not correct. Copy homework (before the third year of high school), little brain.
What should we do: 1. Step by step, pay close attention to two foundations. Because the foundation is weak, I can't keep up with the review progress. After finding this reason, we should review from the basics. Take notes in class at ordinary times, and review by yourself according to the order of textbook chapters. In the review process, the exercises at the back of the textbook and the exercises in the supporting workbook are supplemented. Have a thorough understanding of knowledge When reviewing in the early stage, we should focus on textbooks, choose basic questions, simple questions and medium questions when doing questions, and give up difficult questions first. Most of the college entrance examinations are simple questions and intermediate questions. When you are familiar with the basic knowledge of mathematics, then focus on the topic. At this time, most of the candidate questions are medium, and a few simple questions can still be omitted. Have the ability to do something moderately. In this way, on the one hand, we can improve our confidence in learning, on the other hand, we can improve our understanding of knowledge. If the review is planned properly and step by step, you will get 120 in two months. 2. Students who are not good at applying knowledge are too disciplined to use it flexibly. The basic idea of mathematics lies in "constructor", "logical deduction" and "combination of numbers and shapes", and it also has certain spatial imagination ability. If you memorize the textbook definition theorem by rote, you can be familiar with the content and even know why, but you can't use it flexibly, and you are more likely to suffer in the exam. Especially in the context of the new curriculum reform, the topic is more flexible. This kind of students need to pay attention to the daily cultivation of thinking. Because their knowledge has passed, they usually focus more on "reading questions and papers" when reviewing mathematics. Allow thinking against reference answers. Think more about how each step of transformation is realized and where the roots are. Summarize the general routines of doing problems and increase your energy to sort out similar problems. For example, to solve the general term an, it must be Sn-Sn- 1 or Sn+ 1-Sn, and the arrangement of the combination questions is according to the situation that the back row goes first, the row goes first, and the addition is used in any case, and the subtraction is used in any case. For example, the intersection of conic curves has a certain general routine. It is mainly to integrate these problem-solving methods and form a certain problem-solving thinking. 3. Students who are confused about knowledge and have no idea about doing problems suggest that when reviewing the college entrance examination, the time spent on textbooks and questions should be equally divided, and knowledge points should be found and distinguished from textbooks and questions. In the process of solving problems, we should use simple and moderate questions to train our own problem-solving ideas, and do them in chapter by chapter and in order. Usually, such students are disorganized in self-review, and it is extremely undesirable to review where they feel they can't do well. Even if you think this kind of students can, it is recommended to review them honestly in chapter order, and don't do difficult problems first. Only when there are no big problems in the simple and medium questions in any chapter can you start to do difficult problems. Another feature of this kind of students is that they are easy to forget when listening to the teacher in class. I suggest that you must take good class notes and sort out the wrong set of questions. In this way, we can correctly distinguish knowledge, straighten out our thinking slowly when doing problems and achieve good results. 4. I like to review the similar problems I have done, which can be said to be a common problem of most students (for example, many students say that I can do the current problems, but I can't do the previous ones). What happened? Some students will ask, why do I do the questions the teacher said, but I won't do them when I meet new questions? Some students even asked me that I was nervous as soon as I arrived at the examination room, and I couldn't do all the questions I knew. What happened? ), this problem is the inevitable phenomenon of the sea tactics. Many students asked me, teacher, what set of test papers should I buy to improve my math scores? Or ask, why can't I get up in math? I want to tell you that there must be a basic principle in learning and doing things: seriousness, concentration and being good at reflection. If your grades are poor, please do it as follows: Because of the particularity of mathematics, you can find a prototype problem for any problem, but the conditions of the problem are slightly changed, or the content you want is different. If you treat the conclusion as a condition and the condition as a problem, you will not do it correctly, or it will take a long time to do it correctly. This is a typical "empiricism or subjective thinking inertia". I suggest that those students who always "review the previous questions" adjust them in time, and pick out the familiar questions separately and put them together in the process of doing the questions. With more choices, it is easy to classify and summarize the problems and find out their similarities and differences. In this way, you can have an overall understanding and grasp of this kind of problem, and then sum up your own solution ideas. Train yourself to see how this kind of problem begins, where to think in the first step and how to do it. If you are a student with strong ability (that is, a student with certain fixed ideas, not just set ones), it is recommended to increase the proportion of reading questions when studying at ordinary times. That is, look at the steps to solve each problem. At the same time, from the first step to the second step, we should think about "why". What is the connection and logic between them? Usually, after thinking more, comparing more and summarizing more questions, the exam can get rid of the limitations of "set", thus truly forming its own problem-solving thinking and greatly improving its ability to solve mathematical problems. 5. A few students will encounter nervous stage fright during the exam. This problem is easy to solve, that is, practice the whole set of papers more often. Is to pinch the table and do the problem. For example, if the normal math test takes 120 minutes, then pinch your watch 1 10 minutes to do the paper. Moreover, when doing papers at ordinary times, you can selectively give up questions that you can't do. Once you encounter obstacles, think about 1 minute, and you can immediately persuade to skip the next question. After you finish the questions you can do, look at the questions you can't do until the end of 1 10 minutes. By constantly training yourself in this way, you can form good habits during the exam, and you can choose and arrange the time to do the questions correctly. Achieve the purpose of normal and stable playback. 6. The so-called problem is the problem that most students can't do. In the college entrance examination, most students can't do this kind of problem. This part of the score belongs to the competition of top students within 5%. The biggest competitive score of the college entrance examination lies in the score of the questions in the short form, accounting for more than 80%, and the remaining 20% belongs to the difficult problem, of which 60% belongs to the easy-to-obtain score in the difficult problem. We only need to pay attention to these parts, and it is not necessary to focus most of our energy on big problems, but should focus most of our energy on basic and simple problems. After all, the college entrance examination review time is limited. If you don't review in the college entrance examination, everyone will get points for simple questions or medium questions. If you lose them, even if you get points for big questions, it's not worth it. The scores of the two multiple-choice questions are almost equal to those of the big questions. When reviewing, the score of "easy to compete" is the main one. When you can ensure that these parts are quite sure, you will spend your time on big problems. To review the college entrance examination, you should know how to arrange and choose. 7. I can't sum it up. Students who are unfamiliar with every problem basically regard learning as a task and homework as a burden. Unconsciously unwilling to review, unwilling to summarize, over time, it will not. After all, the college entrance examination is approaching. At this time, we should restrain our resistance and strongly guide ourselves to review and review. Usually after two weeks, you can overcome this problem. 8. Slow problem solving and insufficient examination time should be the concern of most students. In fact, on the one hand, the slow speed of doing problems is due to lack of confidence in myself, and I have repeatedly checked and thought about the questions I just answered; On the one hand, there is no certain thinking about mathematics. Think more about topics at ordinary times and increase the proportion of thinking training. That is, every time you do a problem, you don't have to start writing at once, but you should first analyze and think, form a certain idea, then write it down, follow the idea, and form the habit of thinking first and then writing. When you find that you follow your thoughts when answering questions, you can improve your confidence and efficiency and shorten your time. 9. The questions are not rigorous, and they always lose points or miscalculate in details. Some solutions are wrong at one step, resulting in a total loss. In the final analysis, there are few summaries. In general, you must copy down these questions, sort them out, including mistakes and imprecisions, and copy them down word for word. And indicate the reason for losing points next to it. Is it a calculation error? Is the condition missing? Or is the title misunderstood? Next to the wrong question, indicate the reason and the idea at that time. Generally speaking, if you can copy about 5~ 10 questions, you can correct this bad habit (the degree of misreading and omission) and do it correctly and correctly. 10. Incorrect learning attitude. When doing problems, I like to refer to standard answers or just listen to the teacher. Copy homework (before the third year of high school), little brain. This kind of students are usually lazy and generally don't ask much of themselves. Extremely lack of learning initiative. But I hope to give myself a reason to convince myself. And stick it on the bedroom or desk at home to repeatedly stimulate your weak will. Generally, you can use "as long as you work hard for so many days" and "not worse than XXX". As long as there is a reason, there will be motivation to move forward, so that you will start thinking about the test questions and start learning with your head. In short, most of the reasons for not learning math well are above!
I hope you make progress in math! ! May you be admitted to an ideal university!