1, find out the previous review materials and see which ones are easy to make mistakes;
2. Revise the wrong question repeatedly and do it several times to find out the cause of the error;
3. Which is weaker, geometry or algebra?
4. Computational reasoning which is not a strong point?
5. What is the least good at solving equation application problems?
6. Is the habit of doing homework first or first?
7. When solving a problem, you usually avoid it or get in;
8. Do you prefer to think about questions or answer short questions?
If you are clear about the above eight questions, review the right medicine, and the effect is excellent.
(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 algebra.
In the concept (formulas expressed by letters or numbers are algebraic), many students ignore that "a single letter or number is also algebraic". 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 it be in the topic?
Skilled application?
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 summarize the topics, you will classify the topics you have done, and you will know which problems you can solve and which common problems you have mastered.
Method, what kind of questions can't be done, you can really master the tricks of this subject, and you can truly "let it be ever-changing, 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.
Conquered over time, the problems that can't be solved are still unsolved, and the problems that can be solved are also screwed up because of insufficient grasp of mathematics as a whole.
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. But the reality is that students only pursue
Do the number of questions, do the homework hastily, instead of seeking to solve the problems that arise, let alone collect 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; In the past, you thought you didn't understand many problems, but now you find these are the only points.
Solve.
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 situation.
Reasons: 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 exams. 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. You can do your own homework at ordinary times.
Give yourself limited 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.
First, do more questions appropriately and develop good problem-solving habits.
It is necessary to do a certain number of problems in order to learn mathematics well in senior one. First of all, we should start with the basic problems, lay a good foundation by practicing repeatedly on the basis of textbook exercises, and then find some extracurricular exercises in the math tutorial book of Grade One to help us open up our minds, improve our ability to analyze and solve problems, master the general rules of solving problems in Grade One, and be familiar with all kinds of problem-solving ideas. For some error-prone topics, you can prepare a set of wrong questions, write your own wrong thinking and correct problem-solving process, and compare them together to find out your own mistakes so as to correct them in time. We should develop good problem-solving habits at ordinary times. Let your energy be highly concentrated, your thinking be agile, you can get into the best state and use it freely in the exam. Practice has proved that at the critical moment, your problem-solving habit is no different from your usual practice. If you are careless and careless when solving problems, it will often be exposed in the big exam, so it is very important to develop good problem-solving habits at ordinary times.
Second, carefully excavate concepts and formulas.
Many junior one students don't pay enough attention to mathematical concepts and formulas. This kind of problem is reflected in three aspects: First, the understanding of the mathematical concept of Grade One in junior high school only stays on the surface of words, and the special situation of the concept is not paid enough attention. Second, the concepts and formulas of junior one mathematics are blindly memorized, and there is no connection 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?
Third, summarize similar topics.
When you can summarize the topics, classify the topics you have done, and know what types of problems you can solve, what common problem-solving methods you have mastered, and what types of problems you can't do, you will really master the tricks of mathematics and truly "let it be ever-changing, I am unmoved." 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.
Fourth, collect typical mistakes and problems that you don't know.
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.