Learning Math Methods in Senior One (1)
First of all, we need to change our ideas. The learning methods of junior high school may not be suitable after entering junior high school.
Secondly, we can simply divide learning into four aspects:
We need to do a good job in preview, and "reading, drawing, writing and searching" is the basic step of preview.
② Listen carefully in class and take notes. Improve math ability.
③ Cultivate the good habit of finishing homework independently.
④ Learning should always sum up the rules. Students who can't summarize will not improve their ability. Frustration experience is the cornerstone of success.
Thirdly, learning methods are flexible and varied, and vary from person to person. You can constantly improve your learning methods and sum up the learning methods that suit you, which is a manifestation of your continuous improvement in learning ability. The quality of academic performance depends on many factors, but as long as you have the perseverance to learn well, I believe you can see great progress.
Reading, that is, preview, the teacher has a general understanding of what he has learned in the next lesson before teaching a new lesson, marks out the places in doubt, and then listens to the class to achieve a targeted goal.
Listening to lectures and attending lectures are the most important links in classroom learning. Students should listen on the basis of preview, form the habit of taking notes, and record key conclusions, typical examples, methods and laws.
Discussion, evaluation and discussion refer to actively participating in the discussion of problems in class, actively and clearly expressing one's own thinking process, and logically discussing and asking questions in the process of communicating with others.
Practice doing problems properly, grasp the important and difficult points, never tire of practicing, and persevere in the important and difficult points.
Evaluate and self-evaluate the level of learning content, learn under the guidance and spur of goals, and improve learning efficiency.
Exercise moderately after class.
"I forgot it when I heard it, I remembered it when I saw it, and I understood it when I did it." Teacher Wang said that these are three sentences on the wall of the Washington Library, which vividly illustrates the importance of hands-on operation.
For example, when learning plane graphics, students can use learning tools to match geometric graphics themselves and perceive them from different angles; After students learn rational numbers and master negative numbers, they can use temperature difference to measure mountain height.
Learning mathematics, many students are easy to fall into the sea tactics. Teacher Wang suggested that it is not appropriate to do some difficult exercises after class, and blindly pursue pure theoretical proofs or skills, such as the simplification of the second and third radicals in the quadratic radical. The cube of line segment A is equal to the product of the square of line segment B and line segment C, but should pay attention to the connection between knowledge and life, especially to solve practical problems in life.
At the same time, it should be noted that the writing process of the solution should be rigorous, emphasizing both the result and the process, the expression of the conclusion should be accurate and concise, and the calculus and reasoning process of the conclusion should be well-founded step by step and clear.
Mathematics Method Learning in Senior One (2)
(1) The importance of correctly understanding mathematics learning methods.
Inspire students to realize that scientific learning methods are an important factor to improve their academic performance, and run this idea through the whole teaching process. Students can be inspired by telling stories of famous mathematicians. Combined with the content of the lesson of number axis, I told the whole class that Descartes found the number axis in his hospital bed and finally created the story of expressing rational numbers with the number axis. It is the key to let children know how to acquire mathematics knowledge. I held many seminars on mathematics learning methods in my class, so that students with excellent academic performance could introduce their experiences and set up blackboard columns to discuss learning methods.
(2) forming good non-intelligence factors
Non-intelligence factors are the basis of learning method guidance. Junior one students are curious, but their study is not lasting. If they have a positive non-intellectual basis in teaching, their enthusiasm for learning will last forever. & lt 1 & gt； Stimulating learning motivation is to stimulate students' internal psychological mechanism and arouse their enthusiasm for all psychological activities. For example, in the process of learning "Preliminary Understanding of Probability", when introducing teaching, I talked about poker games with students according to their hobbies, which aroused their interest and made them have a strong thirst for knowledge. Some teachers can also infect students with vivid, close to students and humorous language.
& lt2> Exercise the will to learn mathematics. Psychologists believe that will is manifested in overcoming difficulties and developed in the process of experiencing setbacks and overcoming difficulties. Difficulty is a "whetstone" to cultivate students' willpower. I think we should pay attention to practice. In the math practice of senior one, we should often arrange exercises with appropriate difficulty for students, so that they can make some efforts to think and solve problems independently, but we must pay attention to the appropriate difficulty, because it is too difficult to dampen students' confidence and too easy to exercise students' will.
& lt3> Develop good math study habits. Some children are used to boring questions and blindly think that doing more questions is the way to learn math well. This bad study habit must be corrected by the teacher in the usual teaching.
(3) Guide students to master scientific mathematics learning methods.
① Reasonable infiltration. In teaching, we should explore the learning factors in the teaching materials and infiltrate the learning guidance into the teaching process. For example, when I was teaching the complete square formula, many children always missed the coefficient 2 multiplied by the first and second items, so I made up a jingle for them, "Head side, tail side, head and tail combination 2 go", so choosing a vivid and interesting memory method to guide students to learn is conducive to breaking through the difficulties of knowledge. ② Random dialing. No matter in the teaching stage or in the students' practice stage, teachers should have a strong sense of guiding learning methods, seize the best opportunity and make the finishing touch on learning methods.
(3) timely summary. When imparting knowledge and training skills, teachers should guide students to sum up what they have learned in time according to teaching practice. After I finish learning a unit, let the children form the habit of summarizing themselves, make the unit focus on systematization, and find out the regular things.
④ Migration training. Summarize what you have learned, rationally reflect on learning methods, strengthen transfer, and master learning methods in training.
(4) Offering the instruction course of mathematics learning methods and bringing it into the mathematics teaching plan.
In the first grade of junior high school where I teach, I give students a math lesson every two weeks. Combine positive and negative examples, combine the specific knowledge of mathematics and the characteristics of learning methods, and combine the students' ideological reality to demonstrate training while talking.
Mathematics learning ability includes observation, memory, thinking, imagination, attention, self-study, communication and expression. The process of learning activities is a process that needs in-depth exploration. In this process, teachers should tap the factors of teaching materials, pay attention to smooth information channels, be good at guiding students to think actively, and let students constantly discover problems or make assumptions, test and solve problems, thus forming the habit of being brave in learning and exploring, and building a bridge from knowledge to the integration of ability and knowledge. In short, the first day of junior high school is the basic period for students to lay knowledge. To guide students' mathematics learning methods, we should strive to combine changing ideas with teaching methods, combining learning methods with teaching methods, combining classroom teaching with after-school teaching, combining teacher guidance with students' exploration, and establish a crisscross learning method guidance network to promote students to master correct learning methods. Lay a good foundation for further mathematics study in the future.
Methods of Learning Mathematics in Senior One (3)
(1) Explore concepts and formulas carefully.
Many students pay insufficient attention to concepts and formulas. This problem is reflected in three aspects: first, the understanding of the concept only stays on the surface of the text, and the special situation of the concept is not paid enough attention. For example, in the concept of algebraic expression (an expression expressed by letters or numbers is algebraic expression), many students ignore that "a single letter or number is also algebraic expression". Second, concepts and formulas are blindly memorized and have nothing to do with practical topics. The knowledge learned in this way can't be well connected with solving problems. Third, some students do not pay attention to the memory of mathematical formulas. Memory is the basis of understanding. If you can't memorize the formula, how can you skillfully use it in the topic?
My suggestion is: be more careful (observe special cases), go deeper (know the common test sites in the topic), and be more skilled (no matter what it looks like, we can use it freely).
(2) Summarize similar topics.
This work is not only for teachers, but also for our classmates. When you can summarize the topics, classify the topics you have done, know which types of questions you can do, master the common methods of solving problems, and which types of questions you can't do, you will really master the tricks of this subject and truly "let it change, I will never move." If this problem is not solved well, after entering the eighth and ninth grades, students will find that some students do problems every day, but their grades fall instead of rising. The reason is that they do repetitive work every day, and many similar problems are repeated, but they can't concentrate on solving the problems that need to be solved. Over time, the problems that can't be solved have not been solved, and the problems that can be solved have also been messed up because of the lack of overall grasp of mathematics.
My suggestion is that "summary" is the best way to do fewer and fewer problems.
(3) Collect your typical mistakes and solve the problems that you can't solve.
The most difficult thing for students is their own mistakes and difficulties. But this is precisely the problem that needs to be solved most. There are two important purposes for students to do problems: First, to practice the knowledge and skills they have learned in practical problems. The other is to find out your own shortcomings and make up for them. This deficiency also includes two aspects, mistakes that are easy to make and contents that are completely unknown. However, the reality is that students only pursue the number of questions and deal with their homework hastily, rather than solving problems, let alone collecting mistakes. We suggest that you collect your typical mistakes and problems that you can't do, because once you do, you will find that you thought you had many small problems before, but now you find this one is recurring; You thought you didn't understand many problems before, but now you find that these key points have not been solved.
My suggestion is: doing problems is like digging gold mines. Every wrong question is a gold mine. Only by digging and refining can we gain something.
(4) Ask and discuss questions that you don't understand.
Find problems you don't understand and actively ask others for advice. This is a very common truth. But this is what many students can't do. There may be two reasons: first, insufficient attention has been paid to this issue; Second, I'm sorry, I'm afraid of asking teachers to be trained and asking students to be looked down upon by them. With this mentality, you can't learn anything well. "Building a car behind closed doors" will only make your problems more and more. Knowledge itself is coherent, the previous knowledge is unclear, and it will be more difficult to understand later. When these problems accumulate to a certain extent, you will gradually lose interest in the subject. Until I can't keep up.
Discussion is a very good learning method. A difficult topic, after discussion with classmates, may get good inspiration and learn good methods and skills from each other. It should be noted that it is best to discuss with your classmates at the same level, and everyone can learn from each other.
My suggestion is that "diligence" is the foundation and "curiosity" is the key.
(5) Pay attention to the cultivation of actual combat (examination) experience.
Examination itself is a science. Some students usually get good grades. Teachers ask questions in class, and they can do anything. I can also do problems after class. But when it comes to the exam, the results are not ideal. There are two main reasons for this: first, the test mentality is not bad, and it is easy to be nervous; Second, the examination time is tight and it can never be completed within the specified time. Bad mentality, on the one hand, we should pay attention to our own adjustment, but at the same time we also need to exercise through large-scale examinations. Every exam, everyone should find a suitable adjustment method and gradually adapt to the rhythm of the exam with the passage of time. The problem of slow problem solving needs students to solve in their usual problem solving. Doing homework at ordinary times can limit time and gradually improve efficiency. In addition, in the actual exam, we should also consider the completion time of each part to avoid unnecessary panic.
My suggestion is: treat "homework" as an exam and "exam" as homework.
Above, I talked about some personal suggestions on the problems that often appear in seventh grade mathematics, but one thing to emphasize is that the most important thing of any method is effectiveness. Students must avoid formalization and pursue practical results in their study. Any exam is a test of people's minds, and it is by no means a test of whether everyone's notes are clear and whether the plan is comprehensive.
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