Among the students I have taken, there are similar situations to yours. It took me a whole day to figure out her weakness, so I think you should figure out what your weakness is first, and then review it systematically. For example, some people are good at solid geometry, but not at analytic geometry. Only by knowing your own shortcomings first can you get twice the result with half the effort. It is very important to return to the textbook according to your own basic words. I brought a student before, and the exam was not very stable, ranging from 1 10 to 145. But I told her that returning to the textbook was not worth reading. However, when I asked her about some basic concepts of the textbook, she didn't know, or she didn't know accurately, that is, she probably knew, "It seems so" and "It may be ……" If so, then take a good look at the textbook. Why is this concept important? For example, the proposition "which came first, the chicken or the egg" should be familiar. Most people will say that the public is right and the old woman is right. The mathematician's reaction should be: What is a chicken and what is an egg? Why? If we define eggs as: eggs laid by chickens are called eggs, then it is obvious that there are chickens or eggs; Conversely, if you define a chicken, the animal hatched from the egg is called a chicken. Then the proposition is equally clear. Next, special review is a good choice. High school mathematics is relatively fixed in methods and ideas, and will not be as ever-changing as college mathematics. In fact, the information books are almost the same, most of them are copied from each other, and there are really few originals. Personally, I prefer the Golden List of the Century, and the Longmen Book is OK. Others have never used it, so I don't comment. Good luck!