First of all, before speaking, let the students explain the meaning of the problem clearly and see the completion of the first step to solve the problem. The question that ordinary students can't answer often lies in that they haven't carefully examined the meaning of the question, especially among students of low age and middle and lower classes. Teachers and parents must be calm, even if his expression is poor, don't speak for him and explain the meaning of the question clearly. Once born, twice cooked. With trusting eyes, patient attitude and inspirational words, help students tide over the exam difficulties. After this pass, what is the stumbling block and what it looks like will be clear, and the key points and difficulties of the lecture will be clear, so as to do a good job in checking leaks and filling gaps and further analyzing and solving problems.
Secondly, guide students to sort out the problem-solving ideas. Requirements, what conditions are needed, which are known and which are unknown. Take the unknown conditions as a problem, and then analyze them by analogy until all the given conditions are known. It can also be analyzed from both ends. In this analysis, when encountering a crossroads, it is like walking through a maze, testing one by one, or putting the problems aside and deducing the problems from the conditions until the conditions for solving the problems are known.
For those with good foundation, the method of teaching can be adopted; For those with poor foundation, break down the big problem into several small problems and tell them one by one, then let the students with learning difficulties repeat them. Only in this way can students with learning difficulties understand and learn. This is the next step.
Third, stimulate and awaken students' desire for explanation. After the meeting, you don't call it a meeting, you call it a half meeting. If you want to answer the correct specification, you must let the students say it immediately and do it. First talk about the meaning of the question, then talk about the way of thinking and practice, and finally correctly standardize the answer to get what you want. But why can't such a scientific learning method be done? It is to master the misunderstanding of learning, thinking that the teacher's explanation in simple terms, the students' understanding and listening, and mastering learning will be realized. It's actually wrong. Moreover, rural students are ashamed to talk about it because of their poor expression ability. Even if they don't talk about it, teachers often adopt this way. Therefore, students are encouraged and stimulated to express their wishes. If you want to say it, you must study, think and think again. If you connect what the teacher said in series, you will definitely find the problem of "short circuit" and realize the significance of listening to the meeting or not. So as to stimulate students' interest, confidence and courage in giving lectures. With the understanding of the necessity of talking about topics, we must learn to analyze and express them in the topics, and finally make topics to express our thoughts and sort out our own ideas. This time is called learning.
Finally, after some thinking and learning, you must have an idea if you listen to it, learn to say it and do it. Write this down and accumulate experience. Only by using the wrong title book and using the title book well can we draw inferences and achieve mastery. Start with the questions you can do, talk about how to do it, why to do it, persevere, the more you learn, the more confident you will be.
If the above four points are applied together, or if we start from one or two points, we will get the reward of perseverance and habit formation.
Mathematics is not taught by teachers, but by students, who think, study and speak independently.