The concept of mathematics is the foundation of mathematics. Propositions in mathematics are all formed around concepts, and reasoning and proof in mathematics are also formed by propositions. Therefore, teachers should pay enough attention to concept teaching. Many students lose points because of vague concepts and insufficient understanding of concepts when reviewing questions.
For example, judge whether the following statement is correct: (1) The inverse of a is -a, and zero has no inverse; (2) The reciprocal of a positive number must be negative, and both positive and negative numbers are reciprocal; (3) The absolute value of a positive number is itself, and the number whose absolute value is equal to itself is a positive number.
In fact, the process of examining questions is to establish a clearer mathematical situation by clarifying the process of solving problems. Therefore, it is impossible to only pay attention to the conditions of specific data and ignore narrative language when reviewing questions. Some key words in narrative language play a decisive role in the mathematical situation described by the topic. Therefore, in the usual training, teachers should let students have keen insight and judgment, learn to locate keywords and correctly interpret their meanings. For example, in the case of descending order, I will ask students to circle the key words that they think are important after reading the questions. After training, most students will circle the words "from big to small", so that they will not be arranged in the order from small to big, which reduces the possibility of making mistakes because of unclear inspection. Another example: circle the incorrect answer, and the students will circle the keyword "incorrect". Persist in such training, over time, students can grasp the key points and understand the meaning of the topic when reading, and it is not easy to make mistakes.
2. Excavate the implicit conditions and cultivate the depth of the exam.
Keywords can help us form clear mathematical thinking accurately. But if we want to turn mathematical problems into mathematical equations, we must learn to mine implicit conditions. Some of the known conditions of mathematical problems are directly given, and some are hidden in the narrative of words, which requires students to examine the problems in depth. Example: known |х-2|+(y+2)? =0, Q? +(у- 1)? The value. If you don't carefully analyze the conditions of the project, you can't find the relationship between the conditions and the goals, and you can't solve it. There is only one equation, and two unknowns are needed. It seems impossible, but if we carefully analyze the relationship between conditions and goals, we will know: |х-2| and (y+2)? The values of are all non-negative, that is |х-2|≥0, (y+2)? ≥0, because these two non-negative numbers add up to zero, there are only |х-2| and (y+2)? At the same time, zero can satisfy the known conditions of the topic, so find the values of х and у, and then find the value of algebra. It can be seen that in junior high school, we should firmly grasp the basic knowledge of mathematics and explore the relationship between conditions and goals, especially some conditions that are easy to be ignored and easy to make mistakes, so that students can draw inferences from others and learn from others.
3. Eliminate interference conditions and cultivate exam flexibility.
In the face of direct or implied conditions in math test questions, we need to find out which ones are useful and which ones are useless. Know what useless information to exclude and avoid interference. However, some students don't understand the new knowledge thoroughly.
4. Pay attention to life, participate in social practice activities, and truly combine life with mathematics, thus cultivating the extensiveness of test questions.
Mathematical knowledge comes from life and is applied to life. Therefore, mathematics test questions pay more attention to valuable practical problems and social hot issues in students' lives, which are social and practical. If students have less life experience, or have the opportunity to experience it but don't pay much attention to it, they are seriously lacking in life experience and can't start when they encounter problems closely related to life. For example, in daily life, such as "the measurement of the shadow in the sun", "the establishment of the opening plan of the supermarket checkout counter", "estimating the distance according to the height of the tower" and "the problem of train travel", all of them combine life examples to create problem scenarios, reproduce the life events around them in class, and let students explore and solve problems independently from life experience and objective facts in the process of experiencing and studying problems. Therefore, only by guiding students to observe, analyze some phenomena in life and society from the perspective of mathematics and solve practical problems can students' ability to examine questions be improved.