The counterpart college entrance examination is an examination mode for colleges and universities to enroll students independently for vocational schools. Compared with the general college entrance examination, it presents the following different characteristics: First, the quality of students is different: vocational school students have poor grades, slow response and insufficient thinking ability. Second, the examination time is different: the college entrance examination time in vocational schools is generally one month ahead of the ordinary college entrance examination. Third, the examination requirements are different, and the college entrance examination in vocational schools adopts a separate topic, which is less difficult than the ordinary college entrance examination. In view of the above characteristics, combined with the author's accumulated experience in organizing the guidance and management of single-recruit mathematics review in recent years, this paper puts forward the following strategies for the general review of single-recruit mathematics in vocational schools: First, thoroughly understand the outline, and clearly put forward the outline of single-recruit mathematics examination: "Pay attention to examining candidates' basic mathematical knowledge, basic skills, basic thinking methods, as well as their thinking ability, basic computing ability, spatial imagination ability, ability to use basic computing tools, ability to combine numbers with shapes and simple practical application ability. "Double-base knowledge is the basis for examining students' mathematical thinking methods and abilities, which is particularly important. According to this requirement, in view of the actual situation of vocational school students, senior three review teachers should thoroughly understand the examination outline from beginning to end, deeply understand and accurately grasp which knowledge points in the textbook only need to be understood, which knowledge points need to be understood and mastered, and which knowledge points need to be used flexibly. In-depth study of the syllabus can make the preparation of lessons targeted and the teaching effective. Specifically, we should do a good job in the following aspects: 1, organize the system and build a knowledge network. The college entrance examination review has always used provincial textbooks. Because this textbook takes care of all types of students in vocational schools, it adopts a repetitive and spiral writing mode, and the same knowledge content is divided into several pieces and appears in several chapters. After entering the review of senior three, teachers should break the original arrangement system of textbooks, help students systematically sort out the basic knowledge of mathematics learned in the previous two years, and build a knowledge network in the form of modules, so that students can have a comprehensive understanding and grasp of the whole senior high school mathematics and facilitate the storage, extraction and application of knowledge; It is also conducive to the cultivation and improvement of students' personality quality. Mathematics in vocational schools can be roughly divided into inequality module, function module, triangle module, solution module, three-dimensional module, vector module, permutation and combination and probability statistics module and sequence module. 2, based on the foundation, optimize the memory method One of the fundamental reasons for the low math scores of vocational school students is that they have not memorized the basic knowledge they have learned, and the forgetting rate is high. From our analysis of many monthly exams, it is obvious that some students don't know what Sin300 is when they enter senior three, and some students can't remember the simplified formula of trigonometric function. This mathematical foundation laid the foundation for their poor grades. Therefore, in the first round of review, teachers should help students understand and remember the "double basics" on the basis of helping them build a knowledge network, spend most of their time and energy, and adopt various means such as speaking, practicing, remembering, looking up and supplementing to make students remember every concept, theorem, nature and formula in the knowledge network. Only by doing this can we lay the foundation for the application of later knowledge. The memory of mathematical knowledge is different from other disciplines and must be based on understanding. Only by understanding the formation process of mathematical knowledge and theory and the thinking process of solving mathematical problems can we remember quickly and remember forever. The deeper students understand, the stronger their memories will be. Rote memorization can only be a short-term memory and cannot be used flexibly. For example, there are dozens of formulas induced by trigonometric functions, and it is difficult for most students to remember each formula. However, if the teacher sums up the law of "vertical change and horizontal change, symbols look at quadrants" and lets students remember it, it will get twice the result with half the effort. 3. Strengthen training, form a mathematical knowledge network of problem-solving ability and strengthen the memory of basic knowledge. One of its purposes is to be able to apply basic knowledge to train basic skills. In the first round of review, teachers should not expect too much from students. Teachers should pay close attention to the training of basic skills by means of low starting point, small step running, diligent explanation, more practice, diligent test and quick feedback, so as to lay the foundation for the second and third round of comprehensive ability training. When training, we should stick to the textbook and summarize and extend the examples, exercises and related knowledge points in the textbook appropriately, so as to make it have the effect of drawing inferences from one instance and drawing inferences from another. We should pay special attention to the problem-solving methods used in formula examples and exercises in textbooks, and be good at summarizing and enriching problem-solving ideas. For example, in the chapter of series in the textbook, the solution and summation formula of the first n terms of geometric series are introduced, which are derived by "multiplication and division". Through review, students not only master this method, but also provide ideas and methods for the summation of general series. Second, around the outline, the second round of comprehensive review is an important stage to consolidate, improve, synthesize and improve on the basis of the first round of review, and it is also an important stage related to whether the students' mathematical quality can be improved quickly and then adapt to the requirements of the corresponding moderately difficult questions in the college entrance examination. The second round of review should strengthen the cultivation of students' personality and comprehensive ability, pay attention to knowledge reorganization and establish a complete structure of knowledge and ability. Specifically, we should do the following: 1, and pay attention to the cultivation of comprehensive application ability. Laying a good foundation and cultivating ability complement each other. In the second round of review, we should not only pay attention to the teaching of double basic knowledge, but also pay attention to the cultivation of abilities, such as operational ability, logical reasoning ability, comprehensive problem-solving ability and expression ability. Guide and inspire students to observe and analyze the purpose, conditions and conclusions of problems, realize the method of solving problems through analogy and association, and cultivate students' divergent thinking, divergent thinking and creative thinking through multiple solutions to one problem, changeable problems and inductive guessing. If it is known that the sequence {} is geometric progression, then analyze the first 1 00 item of the general formula (2) of {} and {} (2003 single-stroke examination question): this topic is called comprehensive question, which requires not only the knowledge of arithmetic and geometric progression, but also the law of logarithmic application and the knowledge of equations. When solving problems, you can grasp the relationship between arithmetic and geometric series, and skillfully use the properties of logarithmic operation. (1) = fixed value or arithmetic difference (2) slightly 2. Pay attention to the infiltration of mathematical thinking methods. In the stage of senior one and senior two, students mainly concentrate on learning mathematical knowledge, lacking the induction and summary of basic mathematical thinking methods. Therefore, teachers should consciously guide students to master mathematical thinking methods, such as reduced thinking, function and equation thinking, classified discussion thinking, equivalent transformation thinking, number-shape combination thinking and matching method, undetermined coefficient method, method of substitution, mathematical induction, etc. 3. Pay attention to the training of problem-solving skills. It can be seen from the counterpart single-recruit examination papers over the years that there are some questions with strong problem-solving skills in the exam every year. It takes different time to solve a problem in different ways. Skillful methods can save more time to review and solve other problems, so teachers should pay attention to the training of problem-solving skills when reviewing. On the basis of strengthening double-base and comprehensive training, different problem-solving training methods are adopted for the same topic through thorough mathematical thinking methods, so as to find convenient and quick problem-solving skills and realize the optimization of time. As shown in the figure, observation station C is located 20 southwest of city A, and there is a road with a direction of 40 southeast from city A.. B city on this road, a person has started from B city, walked along this road to A city .. and walked 20 kilometers to D. From C, the distance from C to B is 3 1 km, and the distance from C to D is 2 1 km. How far does this man have to go to get to city A? [200 1 year single-recruit math test] [Method 1] In △BCD, CD=2 1, BD=20, CB=3 1, and cosB= because of CD.