Review before the exam, because the task is heavy and the time is tight, but it must not be separated from the textbook. On the contrary, we should stick to the outline, grasp the teaching materials, grasp the teaching materials as a whole, and make clear the position and role of each chapter in the whole. Over the years, some schools have abandoned textbooks in the general review, taking advantage of a large number of review materials, trying to "cover" the test sites of the college entrance examination by doing more and doing it repeatedly. Therefore, senior three students have to do a lot of exercises, teachers and students are buried in the sea of questions, in order to get good grades in the college entrance examination. Textbooks seem redundant and put aside. As a result, the negative burden on teachers and students has greatly increased. In order to reverse this situation, reduce the burden and improve the teaching quality in an all-round way, in recent years, the mathematics proposition group of the college entrance examination has done a lot of hard guidance work. Every year, college entrance examination questions are closely related to textbooks, and some of them are directly used as college entrance examination questions by examples, exercises and formula theorem proofs in textbooks. Some topics in the textbook are slightly modified and transformed into college entrance examination topics; There is also a reasonable combination of topics in the textbook as college entrance examination questions. If finding 1-2 as a college entrance examination question from the textbook can be regarded as curiosity, it is not enough. In the mathematics questions of the college entrance examination for many years, many questions come from the textbook every year, and the good intentions of the proposer are clear enough! In recent years, the college entrance examination has broken the previous pattern, truly demonstrated the charm of textbooks and pointed out the direction for future review. Only by making good use of teaching materials and giving full play to their advantages can we achieve good results in the college entrance examination. Therefore, we must attach great importance to the teaching materials, focus on the implementation of teaching materials according to the contents and methods required by the syllabus, and avoid deliberately pursuing off-topic, strange questions and some difficult problems with excessive problem-solving skills in reviewing materials. The first round of college entrance examination review must really return to textbooks and basics, guide students to clarify the source of knowledge, and help students build a high school mathematics basic knowledge network. In reviewing, we must overcome the problem of "being superior to others" and aim too high. While deleting some biased and strange questions in some review materials, we should take the problems in the teaching materials as the material, explain them in simple terms and draw inferences from others. Through vertical excavation and horizontal extension, we can optimize cognition, broaden our horizons, activate our thinking and improve our ability to solve problems.

2. Pay attention to the teaching of basic knowledge, skills and methods.

As we all know, in recent years, the novelty and flexibility of mathematics test questions in college entrance examination have become stronger and stronger. Many teachers and students focus on the more difficult comprehensive problems, thinking that only by solving difficult problems can they cultivate their abilities, thus relatively ignoring the teaching of basic knowledge, basic skills and basic methods. Its main performance is that it does not reveal enough about the process of the occurrence and development of basic knowledge. In teaching, teachers are eager to deduce formulas and theorems, or to train students to pass a large number of questions by sketching an example, thus cultivating students' problem-solving ability. On the contrary, because the process of deducing theorems and formulas itself contains important methods and laws of solving problems, students are required to do problems without fully expressing the thinking process and discovering its inherent laws in teaching, trying to "realize" some truths by asking students to do a lot of problems. As a result, most students can't "understand" methods and laws, and their understanding is superficial, their memory is weak, they can only imitate mechanically, and their thinking level is at a low level. Sometimes, even copying things mechanically will complicate simple problems and lead to mistakes. We have always stressed the importance of grasping the foundation, but we always fail to grasp the reality and are always worried. In fact, the trend of college entrance examination proposition in recent years has clearly told us that the review of senior three should be systematic and comprehensive, but also highlight the key points and strengthen the three basics. Don't dwell on unimportant details of knowledge and avoid paying too much attention to biased strange questions. In fact, basic knowledge, basic skills and basic methods will always be the focus of math problems in the college entrance examination. The basic routine questions in multiple-choice questions, fill-in-the-blank questions and solutions have reached about 80% of the whole paper, especially the multiple-choice questions and fill-in-the-blank questions mainly examine the accumulation of basic knowledge and basic computing ability, but their propositions or descriptions are often confusing, and some multiple-choice questions are common mistakes of students. If the teacher is too careless in teaching or the students don't know much about the basic knowledge in learning, it will lead to misjudgment in the exam. In fact, in recent years, the requirements for basic knowledge are higher and stricter in the mathematics test questions of college entrance examination, so only candidates with solid foundation can make correct judgments on the questions. On the other hand, due to the large number of test questions, candidates with slow problem-solving speed often cannot complete all the test papers, and the problem-solving speed mainly depends on the proficiency and ability of basic skills and methods. It can be seen that we should pay attention to the cultivation of basic skills and methods as well as the implementation of basic knowledge. Pursue the ins and outs of knowledge, the occurrence and development of knowledge, especially the derivation of mathematical theorems and formulas, and the solution of examples. Because the basic teaching ideas and mathematical methods are formed in this process, only solid basic knowledge can master the knowledge network, enrich the thinking methods and comprehensively embody various abilities.

3. Infiltrate teaching methods and cultivate comprehensive application ability.

In recent years, the mathematics test questions in the college entrance examination are not only closely related to the teaching materials, but also pay great attention to mathematical ideas and methods. This kind of problem is generally flexible, skillful and diverse. This requires candidates to find the best solution in order to achieve the goal of solving problems accurately and gaining time. Commonly used mathematical thinking methods include transformation, analogy induction and analogy association, classified discussion, combination of numbers and shapes, method of substitution, undetermined coefficient method, reduction to absurdity and so on. These basic ideas and methods are scattered in the chapters of middle school mathematics textbooks. In normal teaching, teachers and students pay attention to specific mathematical content, and lack of induction and summary of basic mathematical ideas and methods. In the review process before the college entrance examination, teachers should not only impart basic knowledge, but also cultivate their abilities. To cultivate students' mathematical ability, we should first consciously regard the teaching process as the process of mathematical thinking, cultivate interactivity in problem-solving teaching, fully mobilize and display students' thinking process, follow students' thinking trajectory, overcome blindness and improve pertinence. After solving problems, we should pay more attention to reflection and summary, how to give full play to mathematical ability to guide solving problems and make the ability training be implemented; Secondly, we should pay attention to the "process" in reviewing and preparing for the exam, cultivate comprehensive quality and ability, break the disciplinary boundaries within mathematics, strengthen the cultivation of comprehensive problem-solving ability, integrate the teaching of mathematical application problems into every link of normal teaching and review, just like Chinese composition writing, and cultivate students' mathematical application consciousness and modeling ability. Only by consciously and properly infiltrating basic mathematical ideas and methods in the explanation can students master scientific methods, so as to achieve the purpose of imparting knowledge and cultivating ability. Candidates can flexibly and comprehensively apply what they have learned in the college entrance examination.