In the mathematics of college entrance examination, whether it is junior grade, middle grade or difficult problem, it is inseparable from the application of "double bases", and even some topics are directly quoted or slightly deformed from the basic topics in the textbook.
Therefore, in the classroom, we attach importance to the typical role of textbooks, especially the formation process of important concepts, formulas and rules and examples, and pay attention to problem-solving training, so that students can achieve flexible application and analogical reasoning through practice. For example, in the chapter of "Series", Teacher Wang Wenhua deduced the first n terms and formulas of arithmetic progression and geometric progression in detail, so that students should not only memorize and use the formulas, but also pay attention to the learning of the derivation process, so that students can understand that the first n terms and formulas of these two typical series are deduced by two different methods: reverse addition and dislocation subtraction, which provides ideas and methods for solving the problem of series summation in the future.
In order to consolidate the double base, we have done the following four things:
1, we pay attention to topic selection before class, explanation, students' personal behavior, fully expose the thinking process, generalization of laws and cultivation of optimization ability, and multi-solution to one problem. In the classroom, the method of combining problem group teaching with students' practice is adopted, making full use of textbook examples and exercises, designing questions, guiding students to deeply understand the essence of textbooks, excavating the connotation of textbooks, and radiating the whole with textbooks to achieve the goal of "from the inside out".
2, do feedback exercises, let students analyze themselves, why this place will produce mistakes, is the concept unclear? Or is it a calculation error? Is it a mistake in the choice of methods? It is also caused by non-intellectual factors. In view of some important mistakes, such as the wrong teaching materials, some preventive measures are taken to make students further reflect on the test intention of the proposer, what mathematical principles and ideas are included in the topic, whether it is possible to draw inferences from others and whether the methods can be updated, so as to further solve the problems of "incorrect meeting, incomplete, complete and not beautiful" caused by knowledge, strategy, logic and psychology.
In our math group, most teachers will accept and modify all students' homework. The purpose is to find out the weak links and defects of the whole class from the feedback, so as to select the enhanced content, focus on teaching, understand the distribution of students' advantages and disadvantages through feedback, and implement individual counseling.
4. Cultivate students' ability to use thinking methods.
The famous mathematician Paulia pointed out: "The perfect way of thinking is like the North Star, and many people find the right way through it." This shows how important it is to master the way of thinking. For example, some complex algebraic problems can be solved easily and happily if numbers and shapes are combined.
In view of the requirement of college entrance examination for ability, in addition to examining the design of test questions at the intersection of basic mathematics knowledge and knowledge, we also examine the mathematical ideas and methods contained in middle school mathematics knowledge, paying attention to general methods and diluting special skills. As a higher level abstraction and generalization of mathematical knowledge, it needs to be infiltrated and summarized in the process of the occurrence, development and application of knowledge in chapters. Understand the function of mathematical thinking method first, and then try every means to apply it to solving problems. For example, in the chapter of inequality solution, Mr. Zhan Jingchao first emphasized the idea of reduction, that is, transforming all inequalities into one-dimensional linear or one-dimensional quadratic inequalities, and then emphasized the equivalent transformation, which is often called equivalent group, including function definition domain, equivalence of operation and so on. In this way, the fractional inequality, higher order inequality, irrational inequality, exponential inequality and logarithmic inequality of data are transformed.
Second, ability training runs through the whole teaching process.
Because the college entrance examination question is to examine the basic knowledge, basic skills and basic thinking methods of mathematics, to examine the thinking ability, computing ability, spatial imagination ability, and the ability to analyze and solve practical problems by using the learned mathematical knowledge and methods. To do a good job in math review, we must choose effective methods to improve the review effect and students' ability to solve math problems.
Therefore, in the process of preparing lessons, according to the requirements of "syllabus" and "exam instructions", taking unified teaching materials as the standard and referring to other materials, I carefully prepared my own review teaching plan. On the premise of strengthening and consolidating basic knowledge and summarizing basic methods, we combine teaching with practice to change the traditional teaching mode and achieve the following four points:
1. Consolidate and deepen the concept and focus on practice. For example, Teacher Li Wanling requires students to finish their homework in a short time, cultivate students' ability to solve problems quickly and accurately, arouse students' enthusiasm and get rid of the bad habit of "being superior to others".
2. Cultivate the ability to analyze and solve problems and comprehensively apply knowledge, such as Teacher Tian Baijian. Let students think first, advocate rational thinking, pay attention to analysis, inspire thinking, expand association, determine the starting direction, find the best way to solve problems, show the problem-solving process when solving problems, and cultivate students' habit of standardizing problem-solving.
3. Consolidate and improve, and pay close attention to after-school practical counseling.
In order to let students consolidate and improve the content of review, Mr. Yue selects some basic and representative after-school exercises in combination with each part, and divides the exercises into basic questions, comprehensive questions and ability questions, which are suitable for students of different levels and make them gain something. Patience and meticulous counseling, timely solve the problems among students, and improve students' grades in a large area.
4, adhere to the unit test evaluation, pay attention to summary and improvement.
In order to check our teaching effect and students' learning effect, after reviewing a chapter, we should conduct regular unit tests, carefully review and comment in time, so that teachers and students can know fairly well, enhance their confidence in studying hard with good grades, find the gaps and reasons with poor grades, constantly sum up and improve, improve their learning methods and improve their learning efficiency.
Third: Pay attention to details and pursue perfection.
1, attach importance to motif research. Throughout recent years, the mathematics papers of college entrance examination all over the country, especially in the last three years, have found a large number of questions, such as questions derived from functions and so on. These questions have themes in textbooks. Therefore, we will clean up and list these motifs one by one in the textbook, guide students to focus on review, and even repeat them for classes with more poor students, so that all students can have a thorough grasp of the solutions to this kind of questions.
2. Strengthen the guidance of students' problem-solving strategies. Although students enter senior three, many people don't know much about some standardized problem-solving procedures. Therefore, we think it is necessary to strengthen the guidance for students in this respect. To solve a math problem, there should be the following procedures: ① Read and examine the problem, and make clear the meaning of the problem; (2) Analyze ideas and find methods; (3) The design steps are detailed and appropriate; ④ Reasonable calculation and writing process; ⑤ Reflect on gains and losses, sum up and improve.
In short, in the first round of math review, we should be down-to-earth, not ambitious, and proceed from reality according to the actual level and ability of students.