Grasp the foundation first, and then grasp the difficulties later.

You can't have any knowledge when you meet something you can't do.

The wrong question can't be wrong.

Recite the words well. . .

Don't be arrogant. . . For Chinese, I will focus on China's ancient poems and learn the basic knowledge points to deal with the previous multiple-choice questions. As for English lies in grammar, let's make a single choice. The other topics behind can't be completed overnight and need long-term accumulation. However, if you have just entered senior three, you still have time. I also started to learn English in senior three, but I got 122 in the English college entrance examination. And mathematics can only learn the basic knowledge first, that is, read the contents of books and do simulated college entrance examination questions in various schools. If you really can't, you can just look at the typical questions and refer to your ninth grade math review plan for the college entrance examination.

Doing a good job in the ninth grade math review class plays an important role in improving the teaching quality in a large area. The general review of junior high school mathematics should achieve the following goals: (1) make the knowledge learned systematic and structured, and make students connect the mathematics knowledge of junior high school for three years into an organic whole, which is more conducive to students' understanding; (2) Talk less and practice more to consolidate basic skills; (3) Do a good job in method teaching and summarize the methods of solving problems; (4) Do a good job in comprehensive problem training and improve students' ability to comprehensively apply knowledge to analyze problems. How to achieve this goal in a short time is a long-term problem for many teachers. I reviewed the ninth grade mathematics and put forward the following opinions for your reference:

First, formulate specific and effective review plans.

The ninth grade math review plan has an obvious guiding role in guiding teachers and students to systematically review, and how to plan it is closely related to the review effect. Attention should be paid to the formulation of ninth grade mathematics review plan;

1. study the textbook carefully and determine the review focus. To determine the focus of review can be considered from the following aspects: (1) According to the teaching requirements of textbooks, four basic requirements are put forward: comprehension, comprehension, mastery and proficiency. This is the basis and standard for determining the focus of review. If you need to "understand" the textbook, let the students know; To "understand", we must understand its essence on the original basis and deepen our impression; Those who require "mastery" should be consolidated and deepened, and all kinds of exercises involved can be answered accurately; Those who require "mastery" should master the skills and techniques of flexible problem solving. (2) Be familiar with the position and function of each knowledge point in junior high school mathematics textbooks; (3). Be familiar with the types of test questions and the situation of examination reform in recent years.

2. Correct analysis of students' knowledge. (1). It is a qualitative analysis of the situation mastered in peacetime teaching; (2) This is a diagnostic test.

3. Make a review plan. Make a more specific, detailed and feasible review plan according to the knowledge focus, students' knowledge status and total review time. The main contents of the general review plan should include systematic review arrangement and comprehensive review arrangement, systematic review of junior high school chapters, planning review time, review focus and basic review methods; Plan how to excavate teaching materials and systematize knowledge; What methods to train, what abilities to cultivate, and what mathematical ideas to master. Comprehensive review should design how to guide students to complete the transformation of junior high school mathematics from coarse to fine; How to cultivate students' comprehensive ability to use knowledge to solve problems; Arrange how to guide students to train various mathematical methods, make knowledge systematic and skilled, form skills, promote the improvement of mathematical ability, and make students form a knowledge system.

Second, do a good job in "two basics" training.

The basic knowledge and skills of junior high school mathematics are the basic materials for students to carry out mathematical operation and reasoning, and are the cornerstone of forming mathematical ability. How to review basic knowledge? I think: first, we should closely follow the teaching materials, constantly improve according to the requirements of the teaching materials, and pay attention to the foundation. Second, we should highlight the characteristics of review and innovate ideas to arouse students' enthusiasm and improve review efficiency. Judging from the review arrangement, the basic knowledge review mainly depends on systematic review. In systematic review, teachers should start with guiding students to understand the structure of knowledge, find the essence from the structure, find the methods from the essence, and then master the methods skillfully to form their abilities. In the review of each chapter, in order to let students understand the structure of knowledge effectively, we might as well spend some time to let students check and fill in the gaps according to their own reality and review freely and purposefully. Students are required to focus on understanding concepts, making clear definitions and mastering basic methods in review. In the review, teachers should patrol students, get information and give feedback in time, and then guide students to systematically classify the knowledge in this chapter and find out the internal structure. Then through appropriate training, students can deepen their understanding of concepts, grasp conclusions, use methods and improve their abilities. At this stage, they should not be fast, in-depth and difficult. Otherwise, poor students can't reach the qualified level. When reviewing, we also pay attention to the vertical and horizontal connection of knowledge. Connecting all parts of knowledge, understanding their similarities and differences, and understanding their connections can make the study of knowledge go further. So when reviewing, we can classify and summarize the knowledge in another way besides the order of the chapters in the textbook.

Third, do a good job in the classification and variant teaching of examples and exercises in teaching materials.

In the teaching of mathematics review course, it is not only the need to improve the teaching quality in a large area, but also the means to deal with the exam. Therefore, according to the teaching purpose, teaching focus and students' reality, we should pay attention to guiding students to analyze and classify relevant examples, sum up the law of solving problems and improve the review efficiency. For example, the exercises with variability can guide students to carry out variant training, so that students can perceive mathematical methods from many aspects and improve their ability to comprehensively analyze and solve problems. At present, the widespread phenomenon of "sea of people tactics" still exists. Students are busy solving problems all day and have no time to sum up the laws and methods of solving problems, which not only increases the burden on students, but also prevents students from mastering knowledge skillfully and using it flexibly. In fact, many review topics have evolved from the same topic, and the thinking method and the knowledge used are exactly the same. If you don't grasp the internal relationship between them and talk about the topic, you will be at a loss when you encounter a topic with a slight change in form. In the explanation, teachers should guide students to flexibly change representative issues, so as to draw inferences from others, cultivate students' adaptability, improve students' skills and skills, and tap the role of examples and exercises in teaching materials. We can start from the following aspects: (1) Find other solutions; (2) changing the form of the topic; (3) the conditions and conclusions of exchanging topics; (4) changing the conditions of the topic; 5. Further extend and extend the conclusion; [6]. A series of different problems; (7) analogy compilation, etc.

Fourthly, we should train all kinds of mathematical thinking methods to improve students' mathematical quality.

Understanding and mastering all kinds of mathematical ideas and methods is the premise of forming mathematical skills and improving mathematical ability.

Many mathematical ideas and methods have appeared and been applied to junior high school mathematics. For example, the idea of transformation is an important way of thinking. It includes not only the transformation of irrational numbers into rational numbers, but also the transformation of rational numbers into arithmetic numbers, including the transformation of multivariate into unary, and the transformation of higher order into once. Training should be carried out in different forms, so that students can master important mathematical thinking methods such as analysis, synthesis and induction, and students should also understand them.

The mathematical methods appearing in junior high school mathematics textbooks are: method of substitution, collocation method, image method, analytical method, undetermined coefficient method, analytical method, synthesis method, analytical synthesis method, reduction to absurdity method and drawing method. These methods should be used flexibly according to needs. Therefore, in the review, we should train in layers according to the requirements.

The following methods can be used to train students' mathematical thinking methods:

1. Take different training forms. On the one hand, we should always change the types of questions: fill-in-the-blank questions, true or false questions, multiple-choice questions, short-answer questions, proof questions and so on. Let students realize that although the questions have changed, the essential methods of solving problems have not changed, which will enhance students' interest in training. On the other hand, we should change the structure of the questions, such as changing the questions and changing the conditions.

2. Conduct problem group training appropriately. Special training for this method for a certain period of time can strengthen this method, leave a deep impression on students and master it quickly and firmly.

In short, in the general review of junior high school mathematics, according to the arrangement of the review plan, down-to-earth, step by step, we will certainly achieve good results.

Come on, senior three is very painful, study hard.