Most students in liberal arts classes are not solid in mathematics foundation, lack confidence in learning this subject well, and have improper methods; However, if you want to go to an ideal university, it is absolutely impossible to fail in the math exam. How to improve the math level of liberal arts students in the math review of college entrance examination is the goal that our teacher has been pursuing unremittingly. Below, I will talk about my findings and experiences in mathematics teaching of liberal arts in senior high schools in recent years.

In the process of learning mathematics, liberal arts students often have the following problems:

(1) Their understanding of mathematics content is only superficial, and learning mathematics depends on liberal arts. .

② The causal relationship between mathematical knowledge cannot be correctly grasped, which leads to the difficulty of multi-step comprehensive reasoning.

3 thinking is not good at thinking in many aspects and angles, and thinking inertia is obvious.

④ One-sided understanding of concepts, formulas, rules and theorems leads to absoluteness in application.

How to solve these problems?

It is not enough for high school students to just want to learn, but also to "learn". Only by paying attention to scientific learning methods and changing passive learning into active learning can we improve learning efficiency. In view of the above-mentioned situation in students' learning, I have taken the countermeasures of strengthening the guidance of learning methods and dissolving the differentiation points, which have achieved certain results.

Instruct students to make a study plan according to their own reality, so as to make the study purpose clear, the time arrangement reasonable, unhurried and steady. It is the internal motivation to promote students' active learning and overcome difficulties, but the plan must be practical, with both long-term plans and short-term arrangements. In the process of implementation, we must be strict with ourselves and temper our will to learn. It is required to do self-study before class, concentrate on class, review in time, work independently, solve problems, and systematically summarize learning after class.

In the teaching process, follow the four steps of "low, small, diligent and meticulous"

1 low: the starting point of mathematics review for liberal arts in senior three should be "low". How can it be a low starting point? On the one hand, take textbook examples as the starting point; On the other hand, textbook practice (learning) is the starting point, and the content of college entrance examination is based on textbooks. You can also start with the practice of intermediate (low) level questions. In the first round of review in senior three, we should know the actual level and acceptance of students and pay close attention to their mastery in class. You can't just say it yourself, you should take students as the main body and be easy to understand. At the same time, you should give full play to students' subjective initiative, actively guide students to use their hands and brains, let them practice more, and make them feel that they can understand math classes and do basic exercises, so that self-confidence can be easily established.

2 small: "small" is to review the basic knowledge points: do a "small system" exercise and practice every Monday. The mode is to choose 6 and 4, fill in 1 to 2 solutions for 45 minutes; Stage test: the first stage, selecting topics according to chapters; In the second stage, after a few chapters, you can snowball out the questions. The mode is 10, choose 6, fill in 5 solutions, and take 2 hours.

3 Diligence: As the saying goes, diligence makes up for mistakes, practice makes perfect, and timely review is an important part of efficient learning. (1) By reading textbooks repeatedly and consulting relevant materials through multiple channels, we can strengthen our understanding and memory of the basic concept knowledge system, link the new knowledge we have learned with the old knowledge, make analysis and comparison, and arrange the review results in our notes, so that the new knowledge we have learned will be changed from "knowing" to "knowing". ② Students can analyze and solve problems flexibly through their own independent thinking, and further deepen their understanding of the new knowledge and the process of mastering new skills, which is a test of students' will and perseverance. Through application, students will be familiar with what they have learned. (3) The process of clarifying ideas and supplementing answers because of the misunderstanding of knowledge exposed in the process of independently completing homework, or because of blocked thinking and missing answers. You must be persistent in solving problems, and do your homework if you do it wrong. If you don't understand the mistakes clearly, you should think again and again. If you can't solve them, you should consult your teachers and classmates. You should review frequently, strengthen mistakes, do appropriate repetitive exercises, digest your knowledge that teachers ask students to enter your own, and persist in changing your knowledge from "familiar" to "alive" for a long time. For example, after every exam, test and class, review and sort out the topics, sum up your best methods and ideas for solving problems, and let your knowledge change from "understanding" to "knowing", from "knowing" to "familiarity" and from "familiarity" to "living".

Details: "Many students are quick at first sight and wrong at once" is very common. What is the reason? On the one hand, because the questions are not carefully examined, the thinking has not yet reached its due level. Therefore, in the usual teaching, I guide students to see the meaning of the question before they start, otherwise all previous efforts will be in vain. On the other hand, the details in the answer mainly refer to the standardization of the answer. Teachers can't always analyze ideas in class, but often demonstrate the complete solution process of a problem. Otherwise, students also have the bad habit of watching but not doing, not counting, not seeking good understanding and specious when practicing by themselves.

Students in liberal arts classes have obvious differences in mathematics. We must carry out stratified teaching according to students' personality differences, and put forward different requirements for different levels, so that each student's potential can be brought into play. In view of the characteristics of class A students' solid foundation and quick thinking, let students explore independently, communicate with each other and evaluate jointly by teachers and students. The starting point of teaching should be high, the students in Class B should have a good foundation and good study habits. Students actively participate in teaching, teachers actively guide, teachers and students explore together, the teaching starting point is moderate, and the difficulty of topic design is controllable. In class C teaching, students should actively participate and teachers should explore together. Self-confidence in learning is not strong, lack of initiative. In teaching, we should try our best to arouse students' enthusiasm and let them participate in classroom teaching activities. The starting point of the class should be low, with more guidance, small steps, more encouragement and more communication.