Senior one had compulsory one and compulsory four last semester. The main content of compulsory one is set and function, and compulsory four is trigonometric function and vector. But in some places, compulsory one and compulsory two are required. The main contents of compulsory two are solid geometry and simple analytic geometry. For example, the one-dimensional linear equation, circular equation and some natural relations in junior and middle schools.

Senior two must learn compulsory five, the main contents are "sequence" and "inequality" For analytic geometry in our senior one, we have to learn "conic curve" in our senior two. Of course, functions and derivatives, parametric equations and polar coordinates should also be the contents of Grade Two. Some contents of the selected courses are different in different places.

Senior three is not about learning new knowledge. The content of senior high school mathematics has been completely learned, mainly about reviewing what senior one and senior two have learned.

Math learning skills in senior one.

First of all, it is very important to cultivate good listening habits in classroom teaching. Of course, listening is the main thing. Listening can help you concentrate. You should understand and listen to the key points of the teacher.

Pay attention to thinking and analyzing problems when listening, but only listening without remembering, or just remembering without listening, it is inevitable to pay attention to one thing and lose sight of another, and the classroom efficiency is low. Therefore, we should take notes appropriately and purposefully to understand the main spirit and intention of the teacher in class. Scientific notes can improve the efficiency of four 5-minute classes.

Secondly, to improve mathematics ability, of course, through the classroom, make full use of this position. The process of learning mathematics is alive, so is the object of teachers' teaching, which changes with the development of teaching process, especially when teachers pay attention to ability teaching, the teaching materials can not be reflected.

Mathematical ability is formed simultaneously with the occurrence of knowledge. Whether forming a concept, mastering a law or doing an exercise, we should cultivate and improve it from different ability angles. Through the teacher's teaching in the classroom, we can understand the position of what we have learned in the textbook and the relationship with the previous knowledge. Only by mastering the teaching materials can we master the initiative in learning.