The middle school math midterm exam is over, and the students' grades are uneven. Why do some students get close to full marks in mathematics and some students get poor marks? This is a problem in junior high school mathematics. Junior high school mathematics is a relatively simple period, but it is also difficult for students who have just come into contact with junior high school mathematics. This requires junior high school students to compare what they have learned with what they have learned in primary schools in their usual mathematics learning. When I study algebra in junior high school mathematics, I think algebra is to replace some numbers with some letters, and then I must be careful in the junior high school mathematics exam, because as long as the calculation of rational numbers in junior high school mathematics is a little sloppy, I will make many wrong choices to fill in the blanks, so I should pay special attention to this problem. Runyang Education provides one-on-one tutoring in mathematics for junior one students. Usually, we should pay attention to the knowledge level of first-year students, and give them some hints before the exam, so that students can get more scoring skills in the math exam, have a good mood and get an excellent result in the exam. The mid-term exams in various schools have come to an end, and some students have achieved excellent results. However, we know that there are still many students who encounter difficulties in math learning, but despite their hard work, their grades are always unsatisfactory (the total score of 150 can only be around 120 or even lower).

Why on earth is this? !

Junior high school mathematics is a whole. The second grade is the most difficult, and the third grade has the most test sites. Relatively speaking, although there are many knowledge points in junior high school mathematics, they are all relatively simple. Many students feel no pressure when studying at school, and gradually accumulate a lot of minor problems. These problems are highlighted after entering the second day of junior high school and encountering difficulties (such as increasing the number of subjects and deepening the difficulty).

Some freshmen just don't pay enough attention to mathematics in Grade One. After entering the second year of senior high school, they found that they couldn't keep up with the teacher's progress and found it more and more difficult to learn mathematics. I hope to join our remedial class to make up for it. The main reason for this problem is that we don't pay enough attention to the math foundation of junior one.

Here are a few common problems in senior one mathematics learning:

1, the understanding of knowledge points stays at the level of a little knowledge;

2. We can never master the key mathematical skills of solving problems, treat each problem in isolation, and lack the ability to draw inferences from others;

3. When solving a problem, there are too many small mistakes, and the problem can never be completely solved;

4. The problem-solving efficiency is low, and a certain number of problems cannot be completed within the specified time, which is not suitable for the examination rhythm;

5. I haven't formed the habit of summarizing and summarizing, and I can't habitually summarize the knowledge points I have learned;

If these problems can't be solved well in the first grade, students may have a decline in their grades in the polarization stage of the second grade. On the contrary, if we can lay a good foundation of mathematics in grade one, the study in grade two will only increase the number and difficulty of knowledge points, and students will easily adapt to the learning methods.

Then how can we lay a good foundation for mathematics in senior one?

(1) Explore concepts and formulas carefully.

Many students pay insufficient attention to concepts and formulas. This problem is reflected in three aspects: first, 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 (an expression expressed by letters or numbers is algebraic expression), many students ignore that "a single letter or number is also algebraic expression". Second, concepts and formulas are blindly memorized and have nothing to do with practical topics. The knowledge learned in this way can't be well connected with solving problems. Third, 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?

Our suggestions are: be more careful (observe special cases), go deeper (know the common test sites in the topic), and be more skilled (we can use it freely no matter what it looks like).

(2) Summarize similar topics.

This work is not only for teachers, but also for our classmates. When you can summarize the topics, classify the topics you have done, know which types of questions you can do, master the common methods of solving problems, and which types of questions you can't do, you will really master the tricks of this subject and truly "let it change, I will never move." If this problem is not solved well, after entering the second and third grades, students will find that some students do problems every day, but their grades will fall 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.

Our suggestion is that "summary" is the best way to reduce the number of topics. (3) Collect your typical mistakes and solve the problems that you can't solve.

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: First, to practice the knowledge and skills they have learned in practical problems. The other is to 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. We suggest that you collect your typical mistakes and problems that you can't do, because once you do, you will find that you thought you had many small problems before, but now you find this one is recurring; You thought you didn't understand many problems before, but now you find that these key points have not been solved.

Our suggestion is: 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 and discuss questions that 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: first, insufficient attention has been paid to this issue; Second, I'm sorry, I'm afraid of asking teachers to be trained and asking students to be looked down upon by them. With this mentality, you can't learn anything well. "Building a car behind closed doors" will only make your problems more and more. Knowledge itself is coherent, the previous knowledge is unclear, and it will be more difficult to understand later. When these problems accumulate to a certain extent, you 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.

Our suggestion is that "diligence" is the foundation and "thirst for knowledge" is the key.

(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 examinations. Every exam, everyone 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.

Our suggestion is: treat "homework" as an exam and "exam" as homework.

I hope our suggestions can play a substantial role in children's future study and go up a storey still higher.

The second part: Math teaching in junior one.

At work, I insist on improving my ideological and political level and teaching professional ability. In the new period, the new educational concept and the implementation of the new curriculum put forward new reforms, which put forward higher requirements for our teachers' work. I am strict with myself in all aspects, strive to improve my professional level, enrich my knowledge, and work diligently and conscientiously in combination with the actual situation of our school and students, so that the teaching work can be organized and carried out step by step. Based on the present, looking forward to the future, make persistent efforts, make greater progress in the future, sum up the teaching work in recent years, and hope to carry forward the advantages, overcome the shortcomings, sum up the experimental lessons, carry forward the past and forge ahead into the future, and push the teaching work to a higher level.

First, I insist on preparing lessons carefully. In preparing lessons, I should not only prepare students, but also prepare teaching materials and methods. According to the content of the textbook and the students' reality, I design the course types, draw up the teaching methods, record the procedures and time arrangement of the teaching process in detail, and carefully write the teaching plan. Every class should be "prepared", and every class should be fully prepared before class, making all kinds of interesting teaching AIDS to attract students' attention. After class, we should summarize this lesson in time, write a good teaching postscript, carefully collect the knowledge points of each lesson book and summarize the whole set.

Second, strive to enhance my classroom skills, improve the quality of teaching, make the explanation clear, organized, accurate, organized, accurate, emotional and vivid, and make the clues clear, hierarchical and concise. Pay special attention to arouse students' enthusiasm in class, strengthen the communication between teachers and students, fully reflect the main role of students, and let students study easily, easily and happily; Pay attention to accurate and concise lectures, teachers should talk as little as possible in class, and students should use their mouths and brains as much as possible; At the same time, in each class, fully consider the learning needs and learning ability of students at all levels, so that students at all levels can be improved. Nowadays, students generally report that they like to take Chinese classes, and even students who used to hate Chinese are happy to take classes.

Third, communicate with colleagues and consult other teachers humbly. In teaching, if you have questions, you must ask them. In the study of each chapter, actively seek the opinions of other teachers and learn their methods. At the same time, we should listen to teachers' lessons more, learn from others' advantages while listening, overcome our own shortcomings, and often invite other teachers to attend classes to solicit their opinions and improve our work.

Fourth, improve the grading work: the assignments should be precise and concise. Targeted and hierarchical. In order to do this, I often go to major bookstores to collect information and screen all kinds of auxiliary materials to make every exercise have the greatest effect. At the same time, correct students' homework in time, analyze and record students' homework, classify and summarize the problems in the process of homework, make thorough comments, and improve teaching methods in time according to the relevant situation, so as to be targeted.

Fifth, do a good job in after-school counseling and pay attention to hierarchical teaching. After class, students at different levels should be given corresponding counseling to meet the needs of students at different levels, avoid the disadvantages of one size fits all, and at the same time increase the counseling efforts for underachievers. Counseling for underachievers is not limited to learning knowledge, but more importantly, learning ideas. To improve their grades, we must first solve their problems, make them realize the importance and necessity of learning, and make them interested in learning. We should stimulate their thirst for knowledge and self-motivation through various channels and make them realize that learning is not a task or a painful thing. It was fun. So as to consciously put your mind and body into your study. In this way, the transformation of underachievers has changed from simple and rude compulsory learning to conscious knowledge. Make learning a part of their self-awareness. On this basis, we will teach them learning methods and improve their skills. And do a good job in leak detection and vacancy filling. Underachievers usually have many knowledge faults, which are stumbling blocks in the transformation process of underachievers. When doing a good job in the transformation of underachievers, we should pay special attention to make up lessons for them, make up the knowledge gaps they have learned before, make them learn easily and make rapid progress, and increase their interest and thirst for knowledge.

Sixth, actively promote quality education. In the new curriculum reform, the main idea is to improve students' quality education. To this end, I pay attention to the cultivation of students' ability, not just the imparting of knowledge, combine the imparting of knowledge and skills with the development of intelligence and ability, inject the factors of ideological and emotional education into the knowledge level, and give play to students' innovative consciousness and ability. Let students' various qualities be effectively developed and cultivated. In the future teaching, we should think more about other experienced teachers and study more, so that we can become excellent educators one day earlier.

Part III: Summary of the Mid-term Examination of Mathematics in Junior One in Beijing.

The exam is over. Generally, the mid-term exam is an independent proposition of each school, but the overall scope of the exam is relatively unified. The following is a concrete analysis of the mathematics content of this mid-term exam by the E-degree expert group, Ms. Sui Xiuyan.

First, the basic concept of rational number

1. reciprocal, absolute value, reciprocal

In fact, in these two papers, there is only one question to examine this content. The reason why he is taken out as a question type is because not only did this school take this question in the final exam of senior one, but more importantly, the first question of multiple-choice questions was the same in the senior high school entrance exam three years later. 2. Basic concepts

The examination of basic concepts, the fuzziness of concept size and relationship, such as rational numbers including positive numbers, negative numbers and 0, many students easily throw 0 away.

Second, scientific symbols.

What we want to investigate here is the rounding of approximate values and significant figures, and the key laboratory investigates the problem of expressing maturity by scientific notation. The senior high school entrance examination will also have such problems, and it is easy to get points.

Third, the basic concepts of monomial and polynomial

The main mistakes are the understanding of basic concepts, the confusion of times and coefficients, the omission of letters when checking the number of times, and the omission of constant items when checking the number of items. The emphasis is on merging similar terms, which is the basis of algebraic expression addition and subtraction.

Fourth, the nature of absolute value and the nature of square.

This paper mainly investigates the nonnegativity of absolute value and square, and the synthesis of two nonnegativity.

Five, the four operations of rational numbers

The four operations of rational numbers are easy to make mistakes in brackets, operation order, absolute value and so on. The four operations of rational numbers also lay the foundation for the algebra part of our junior high school. Although we have been exposed to calculation in primary school, many students in junior high school will make calculation mistakes, mainly because there is an essential difference between junior high school calculation and primary school calculation. The calculation of junior high school focuses on children's carefulness, and the process becomes the key to success or failure; The calculation of primary school is mainly to write out the results, and you can get scores.

Six, algebraic expression addition and subtraction.

Simplified evaluation of algebraic expressions is also the key to addition and subtraction of algebraic expressions. In the calculation of junior high school, there is no problem that makes us collapse. Generally, there are methods to follow, so the general problems of addition and subtraction of algebraic expressions are the same. Simplify first and then evaluate. Because there are many steps, the error rate is relatively high.

Chapter Four: Summary of Mathematics Teaching in Junior One.

The work of this semester is coming to an end. With the support of school leaders and teachers, I have achieved good results in my work and my own quality has been greatly improved. In order to work better in the future, I will summarize my work during this period as follows.

Over the past semester, I have carefully prepared lessons, attended lectures and evaluated classes, corrected my homework and evaluated classes in time, provided after-school counseling, and extensively dabbled in various knowledge, thus forming a relatively complete knowledge structure, strictly demanding students, respecting students, and promoting teaching democracy, so that students can gain something and constantly improve, thus constantly improving their teaching level and ideological awareness and successfully completing the education and teaching tasks.

At the beginning of school, I was the head teacher of Class 6, Grade 1, and taught mathematics in Class 5, Grade 1. At the beginning of school, in order to do a good job of freshmen, I often take time to talk with students and understand their situation, and soon established a good teacher-student relationship with them.

To make students accustomed to the method of self-study, we should not only do a good job in students' ideological education, clarify the purpose of study and correct the attitude of study, but also gradually teach students to read, understand and master the teaching materials, criticize the teaching materials, teach students the methods and requirements for doing problems and checking answers, and demonstrate them. At this stage, I get to know and know the students as soon as possible and master their basic situation.

My main links in teaching are as follows:

1, preparation before class

Seriously study the textbook, understand the basic ideas, basic concepts, every sentence and word of the textbook, understand the structure, key points and difficulties of the textbook, master the logic of knowledge, be able to use it freely, know what materials to supplement and how to teach it well. Besides studying the textbooks carefully and thoroughly, we should learn more about students, the quality of their original knowledge and skills, their interests, needs, methods and habits, what difficulties they may encounter when learning new knowledge, and take corresponding preventive measures. This can make the guidance in classroom teaching targeted and avoid blindness. On the basis of understanding students, we should consider teaching methods and solve how to teach students the textbooks we have mastered, including how to organize teaching materials and how to arrange activities in each class. Combine the teaching materials with the students' reality, and determine the main content to be talked about in class.

2. Classroom assignments

(1) First of all, do a good job in organizing teaching, which is the guarantee for smooth and normal teaching.

The organizational teaching of new curriculum mathematics is obviously different from the traditional organizational teaching. We know that the task of organizing teaching is to organize the class's attention to the learning tasks from beginning to end. Traditional classroom teaching is more about teachers focusing students' attention on teachers' teaching, but according to students' age characteristics, in general, junior high school students, especially junior high school students' attention is easy to be distracted, and the concentration of attention is relative and the dispersion is absolute. Therefore, organizing teaching should run through the whole teaching process. In organizing teaching, the emotional factors between teachers and students are very important for teachers to really play their role and achieve teaching goals. Therefore, the prestige of teachers will play a greater role. Teachers should be kind and serious, make the classroom atmosphere lively and not chaotic, try to avoid students' depression and excessive anxiety, and let students play their normal intellectual level and study efficiently in a harmonious atmosphere.

(2) Secondly, review old lessons and introduce new ones. According to the students' knowledge and related knowledge of this course, review briefly, grasp the main points and get to the point. Then naturally introduce new lessons, briefly describe the learning theme, arrange the learning content, clarify the learning requirements, and ensure the planning and integrity of the teaching process. Fully take care of students' learning differences, let students learn quickly and slowly, and combine class collectivity and individuality.

Third, students carry out their own learning activities according to the requirements of teachers. Do exercises on the basis of understanding the content of the textbook, feedback the learning effect in time, and consult the teacher in time when you encounter problems that you can't solve. For students with unrealistic learning thinking quality, we should pay attention to using specific examples and gradually cultivate their practical quality through strict requirements; For students with excellent academic performance, we should guide them to develop in depth and breadth, ask them to study further and implement them concretely, so that they can make full use of this precious time in class, exert their potential, improve efficiency, complete their learning tasks ahead of schedule, and strengthen key counseling for students with poor learning foundation and slow thinking. Here, it is very important for teachers to master the situation of each student and the whole classroom and always be in a proactive state.

3. After-school tutoring

To improve the quality of teaching, we should also do a good job of after-school counseling. Junior high school students are active and playful, lack self-control ability, often fail to finish their homework on time, and some students copy their homework. To solve this problem, we should do a good job in students' ideological education, implement this work in students' study guidance, and do a good job in students' study guidance and help, especially in the transformation of underachievers. In counseling, I am good at designing different questions according to students' different situations and taking different ways to actively guide and inspire students. What does he think? How to understand it? Listen to their opinions, master their situation, give targeted and practical individual counseling, and truly teach students in accordance with their aptitude. This will play a certain role in improving poor students and improving the quality of junior high school mathematics teaching in a large area. Although there are many reasons for poor students, students' learning foundation, learning interest, learning motivation and learning methods are worthy of our attention. As long as teachers persist, they will gradually enhance students' interest in learning, thus generating strong learning motivation and constantly improving students' learning level. In teaching and research, we should actively participate in class evaluation, learn teaching methods from peers with an open mind, learn from others' strengths and improve teaching level. Cultivate a variety of hobbies, read widely, constantly broaden the scope of knowledge, and inject fresh blood into the teaching content.

"There is no shortage of gold, no one is perfect", which inevitably has defects in teaching, such as mild classroom language, few exams at ordinary times and insufficient vividness in language. Entering the 2 1 century, the society has higher requirements for teachers' quality. In the future education and teaching work, I will be more strict with myself, work hard, develop my advantages, correct my shortcomings, forge ahead and contribute to a better tomorrow.

The fifth part: the mid-term summary of junior one mathematics.

Most junior one students are teenagers aged 13 and 14, and they are in the stage of physical growth and knowledge growth. They are curious, enthusiastic, lively and full of vitality in all aspects. But the self-control is poor, and the attention is not concentrated ... In short, the first-year students are in a semi-naive and semi-mature stage. They should master their regular teaching and be good at guiding, so that their vigorous energy and strong curiosity can be transformed into a strong thirst for knowledge and a spirit of serious study, and passive learning can be turned into active and conscious learning. Let me talk about some experiences of my first grade mathematics:

Clarify the purpose of learning

The level of learning enthusiasm of first-year students usually depends on their learning motivation. At the beginning of school, I conducted a survey on the class, and the students' learning motivation can be roughly divided into:

Learning has no purpose and no interest, and coping with parents accounts for 52.8%.

Learning is a personal future, and winning honor for parents accounts for 20.2%.

Learning to serve the country and the motherland accounted for 27%.

It can be seen that most students' learning goals are not clear, but they are flexible. In addition to strengthening normal positive education, they can also use the charm of knowledge to attract students.

Seriously question, stimulate interest in learning, and ignite the spark of students' "love" for mathematics.

Einstein famously said, "Interest is the best teacher". With this good teacher, one's perception will be clear, one's memory will be profound and lasting, and learning will change from passive to active. In teaching, special attention should be paid to attracting students through the summary of the math exam in Grade 1 (2). Clever introduction and careful questioning will arouse students' desire for new knowledge and stimulate their enthusiasm and initiative in learning. Another example is the introduction of rational numbers in the second chapter of algebra. I gave the students an example: walk 3 meters from the podium to the door (south) and walk 3 meters from the door to the podium (north). Then I asked the students two questions: (1) Has my position changed? (2) Can I walk a few meters in math? For this specific problem, the students said that my position has not changed, but it is very practical. I feel at a loss how to express it in mathematical formula. This example aroused students' interest and introduced a new topic: "In order to meet the actual needs, we must extend the arithmetic numbers we have learned to rational numbers."

In addition, students' daily homework feedback and unit test result feedback are used to further stimulate and cultivate students' interest.

Carefully design the teaching process, change the classroom teaching methods, and adapt to the physiological and psychological characteristics.

Students' learning psychology is often directly affected by the classroom atmosphere, so students' inner learning psychology must be mobilized. When preparing lessons, we should determine the starting point, depth and breadth of teaching according to students' intellectual development level and psychological characteristics of mathematics, so that students at all levels can gain something. In order to adapt to the physiological characteristics of not being able to concentrate for a long time, each class is taught for no more than 25 minutes, and the rest time is used for reading or doing exercises. Exercises should be carefully designed and varied, and oral and written calculations should be combined; Sometimes a topic leads students to ask students at the same table to calculate in different ways in two ways; Sometimes students of different levels are asked to do exercises with different difficulties on the blackboard, so that students can taste the joy of success and have the opportunity to express themselves and gain psychological balance.

Integrating Mathematics Thought into Classroom Teaching

Mathematical concepts, ideas and methods are an important part and soul of mathematical science. Teachers should pay attention to the education of mathematical thinking methods while imparting knowledge, and timely and appropriately teach students reasoning and problem-solving methods that are not specifically described in ordinary textbooks, which is conducive to improving students' initiative and ability to analyze and solve problems. For example, the chapter on rational numbers emphasizes the idea of combining numbers with types. Closely following the axis of numbers, this paper introduces the corresponding relationship between numbers A and A step by step, and inspires students to find and solve problems from both numbers and shapes. In practice, students are guided to think about conclusions in general situations, and inductive thinking methods are infiltrated from them to promote the formation of thinking ability.

In fact, mathematical thought permeates the definition of concepts, the derivation of rules, the questions and specific answers of theorems, which requires teachers to tell the rare treasures that students can't see between the lines of textbooks from the perspective of method-theory, and to tell the methods of decision-making and creation, which are carefully refined, deliberately infiltrated and often used.

Work summary/gongzuojie/201420104130.html.

1 answers

2013-09-1210: 07 enthusiastic netizens give the fastest answer.

Time flies, day by day, and the final exam is finally over. In this semester, I completed the transformation from a primary school student to a junior high school student and adapted to the new environment of middle school. Teachers and classmates have given me great help and selfless care. I learned a lot of new knowledge, such as algebra and equations, English sentence patterns, new essays and poems ... really rich. What makes me most happy is that I finally learned how to learn English and take notes in class. But I will not be proud. Although my English score is already very good, I will continue to work hard until I am most satisfied! Of course, there are still some places that are not suitable for middle school life. The teacher changed from teaching us by hand to gradually guiding our self-study ability. I am gradually adapting to this process, because I am already a middle school student. There are still many things I don't understand about some courses. I will master them myself during the summer vacation. Because someone once said, "The less you understand, the closer you get to it." Therefore, I will continue to work hard to do better! I want to understand everything I don't understand before the second day of junior high school, and greet the second day in the best state. After last semester's failure ... I know how to treat people better this semester, but after another wave ... my grades have dropped several times. I think this is because I don't study hard. I never knew how to be nervous or study hard until the exam. I must get rid of this bad habit. Knowledge can not be completed in a day or two, but accumulated step by step day by day. Entering senior one means that students have entered a brand-new learning stage and started to think about how to explore the mysteries of various disciplines more scientifically and effectively. This needs a long process to sum up, because everyone's way of thinking is different, so the suitable learning methods are also varied. Every student has to try countless times before he can really choose a suitable learning method, so it makes sense to say that the first year of high school is a groping stage. Just entering the first grade, many new subjects have been added, and the difficulty of basic courses such as mathematics, Chinese and English has also been greatly improved. We will feel a little hurried, even if we listen carefully in class, but we feel a little hard to learn because we have not carried out consolidation exercises in time. If the foundation of some courses is not well laid, it will lead to great loopholes in the study of grades two and three, and it will be even more difficult to make up for them. Therefore, we must lay a good foundation in the first day of junior high school, and we must grasp every tiny knowledge point clearly. With a good foundation, we can make faster progress in our studies in the next two years. The first day of junior high school is to lay the foundation for the whole academic year. There is a good saying: a good beginning is half the battle! With the good foundation laid by Grade One, we can make great progress in the improvement of Grade Two and the sprint of Grade Three! I believe I will do better, and I will continue to work hard! ! !

I hope I can help you.