(1) Grasp the learning rhythm. Mathematics review preparation is divided into different stages, and different teaching methods are used alternately. Without a certain speed, the review and learning efficiency is very low. Learning slowly, you can't train the speed of thinking, the agility of thinking and the ability of mathematics. This requires that the whole process of reviewing and preparing for the exam in senior three should be rhythmic, so that over time, the agility of thinking and the ability of mathematics will be gradually improved.
(2) Grasp the formation of knowledge and attach importance to the teaching of problem-solving process. A concept, definition, formula, rule and theorem of mathematics are all basic knowledge of mathematics, and the formation process of these knowledge is easily ignored. The forming process of this knowledge is actually the training process of mathematical ability. The proof of theorems is often the process of discovering new knowledge. Therefore, in order to change the teaching method of emphasizing conclusion over process, the teaching of problem-solving process is the process of cultivating mathematical ability.
(3) Grasp the processing of review materials. The process of reviewing and preparing for the exam is alive, and students' learning is constantly changing, which changes with the development of teaching process, especially when teachers pay attention to ability teaching, and the review materials cannot be fully reflected. Mathematical ability is formed simultaneously with the occurrence of knowledge. Whether reviewing a concept, mastering a rule or doing an exercise, we should cultivate and improve it from different perspectives of ability. Through the teacher's guidance, we can understand the status of review content in senior high school mathematics system and college entrance examination, and clarify the relationship with previous knowledge.
(4) Grasp the problem and expose it. In mathematics classroom teaching, teachers usually ask questions and perform them on the blackboard, sometimes accompanied by discussion. So you can hear a lot of information, and these questions are open. For those typical problems, problems with universality must be solved in time, and the symptoms of the problems cannot be left behind or even precipitated. We should seize the exposed problems in time, supplement the remaining problems in a targeted manner and pay attention to practical results.
(5) Grasp classroom exercises. The classroom practice time of mathematics class accounts for about 20% of each class, which is an important means to remember, understand and master mathematics knowledge and must be adhered to. This is not only speed training, but also a test of ability. Students have no intention of doing problems, but the examples the teacher found are intentional. What knowledge needs to be supplemented, consolidated and improved, and what knowledge and ability need to be cultivated and applied? Class should be targeted.
(6) Grasp the problem-solving guidance. It is not only the need of fast operation, but also the need of accurate operation to choose reasonable problem-solving methods and optimize operation methods. The more steps, the greater the complexity and the greater the possibility of making mistakes. Therefore, according to the conditions and requirements of the problem, it is not only the key to improve the operational ability, but also an effective way to improve other mathematical abilities.
(7) Grasp the training of mathematical thinking methods. Mathematics is responsible for cultivating computing ability, logical thinking ability, spatial imagination, and the ability to analyze and solve problems by using what you have learned. Its characteristics are high abstraction, strong logic, wide applicability and high requirement for ability. Mathematical ability can only be cultivated and improved through the continuous application of mathematical thinking methods.
Senior Three Mathematics Review Plan and Key Points of College Entrance Examination Review
Mathematics is very logical and systematic, so it is very important to lay a good foundation. When reviewing, we should not only remember and understand the concepts and formulas of each part; The key is to use these formulas accurately and flexibly to solve problems; Pay attention to the scope and conditions of use; We must also be able to use it comprehensively, skillfully calculate and improve the speed. ?
Mathematics is a very systematic subject, so we should grasp three principles when reviewing: first, pay attention to the foundation and improve our ability; Second, we should draw inferences from others and accumulate experience; Third, we should check the gap and learn from it. ?
The focus of preparing for the math exam is to consolidate the foundation and master the problem-solving skills. Therefore, review can be divided into two stages. First, review the knowledge points one by one and consolidate the basic stage; The key points of this stage are: comprehensive review and implementation of double basics; Standardize problem solving and train thinking; Master methods and use ideas; Pay attention to operation and improve ability; Master skills and improve speed. The second stage is to select exercises and improve problem-solving skills. In the process of reviewing knowledge points one by one, we should pay close attention to textbooks, deeply understand and master various mathematical concepts, theorems, properties, formulas and laws, as well as the internal relations and laws among various parts of knowledge, and make induction and analogy to achieve communication and series connection, thus forming a reasonable cognitive structure and knowledge network. The selection of review questions should closely follow the outline, which is typical and comprehensive. It should be conducive to the mastery and consolidation of "double basics" and the improvement of ability. At the same time, exploring "multiple solutions to one problem" and "multiple solutions to one problem" is an important way to cultivate creative thinking and comprehensive application ability. ?
Specifically, the review of basic knowledge, skills and methods should be based on consolidation, proficiency and comprehensiveness. ?
(1) Compare similar and confusing basic knowledge horizontally, so as to achieve the purpose of accurately understanding and mastering knowledge. ?
(2) Do a good job of checking and filling the gaps in basic knowledge in time, find out the weak links in your knowledge and skills by doing relevant exercises or wrong questions in the test paper before practice, and then review and consolidate them in a targeted manner. ?
(3) Consolidate basic knowledge, skills and methods through comprehensive exercises. We should attach importance to the relationship between mathematics and production and life and related disciplines, and improve the comprehensive application ability of mathematics. Familiar with the characteristics, common solutions and requirements of various types of questions. ?
The improvement of ability should be realized through the comprehensive application of mathematical knowledge and mathematical thinking methods and the training of analyzing and solving problems. (1) It is necessary to explore the internal relationship between knowledge and form a knowledge network. Based on high school mathematics as a whole, the horizontal connection between chapters is excavated to form a horizontal knowledge network. ?
(2) Pay attention to the mastery and application of basic mathematics ideas and methods. When doing every comprehensive problem, we should consciously use mathematical ideas to promote the transformation from known to unknown and from complex to simple, find out the channel from known to unknown, and avoid blindness. ?
(3) Through problem-solving practice, improve the comprehensive application of mathematical knowledge to analyze and solve problems. When solving comprehensive problems, we should first understand the concepts and related knowledge of various knowledge points involved in the problem, recall the conventional solutions to solve (prove) such problems, determine the key points and difficulties in solving (prove), and then focus on exploring ways to solve the difficulties.