First, the difference between junior high school mathematics and primary school mathematics
1. Junior high school mathematics faces the senior high school entrance examination three years later, while primary school mathematics does not face such an exam.
As we all know, the math test questions in the senior high school entrance examination not only examine the basic knowledge, but also pay attention to the students' ability, so there are many difficulties in the test questions. The focus of primary school questions is to examine basic knowledge. Primary school mathematics focuses on laying a good mathematical foundation, while junior high school mathematics focuses on cultivating students' mathematical ability, including calculation ability, self-study ability, problem analysis and problem solving ability, abstract logical thinking ability and so on.
2. Junior high school mathematics knowledge increases, learning time is short, and the speed is fast.
Learn some basic knowledge of mathematics in primary school for six years, and six books in junior high school for three years. In fact, you have to study for two and a half years, so you have to squeeze out half a year to review the senior high school entrance examination. Junior high school mathematics has added complex knowledge of plane geometry, systematically studied algebra knowledge and solved practical problems by using equations; Number is extended to rational number and real number; There are simple linear functions and quadratic functions. The learning content of junior high school mathematics has increased and deepened, and the difficulty and requirements have increased.
1, explore concepts and formulas carefully.
Many students pay insufficient attention to concepts and formulas. This kind of problem is reflected in three aspects: (1) 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 (expressions expressed by letters or numbers are algebraic), many students ignore that a single letter or number is also algebraic. (2) rote memorization of concepts and formulas, lack of contact with practical topics. The knowledge learned in this way can't be well connected with solving problems. (3) 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? For these problems, we should be more careful, deeper and more skilled.
2. Summarize similar topics.
This job is not only for teachers, but also for students. Only when I can summarize the topics, classify the topics I have done, and know what types of problems I can solve, what common problem-solving methods I have mastered, and what types of problems I can't do, can I really master the tricks of this subject and really make it change, so that I won't move. If this problem is not solved well, after entering the eighth and ninth grades, some students will do problems every day, but their grades will drop 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. In short, summary is the best way to do fewer and fewer problems.
3. Collect typical mistakes and problems that you don't know.
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: (1) to practice their knowledge and skills in practical problems. (2) 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. Collect your typical mistakes and problems you can't do, because once you do, you will find that many small problems in the past are now repeated; I used to feel that I didn't understand many problems, but now I find that these key points have not been solved. 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 questions actively and discuss questions 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: (1) not paying enough attention to this problem and not seeking a solution; (2) I'm sorry, I'm afraid of asking teachers for training, and I'm afraid of asking my classmates to be looked down upon by them. With this mentality, you can't learn anything well. Closing the door will only create more and more problems. Knowledge itself is coherent, the previous knowledge is unclear, and it will be more difficult to understand later. When these subjects accumulate to a certain extent, they 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.
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 exams. Every exam 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.
With the continuous development of society, the cultivation of talents is becoming more and more arduous. Although interest belongs to non-intellectual factors, it is a necessary condition to learn mathematics well. Therefore, to stimulate students' strong interest in learning and arouse their initiative and enthusiasm in learning is an issue that cannot be ignored in improving the quality of junior high school mathematics teaching. Junior high school is an important period for students to form study habits, and it is also a critical period for their psychological growth. As educators, we must face up to this serious problem, adopt a positive attitude, explore effective ways to cultivate talents, make students feel interesting and useful in mathematics, and then improve the quality of learning.