First, return to books and organize test sites. Free yourself from the ocean of problems. There is no doubt that doing a certain amount of exercises can consolidate mathematical knowledge and mathematical thinking methods, but I believe that candidates have done enough exercises and simulation questions before, and the stage of finding a large number of simulation questions should have ended. In fact, a large number of mid-term exam questions are adapted from examples or exercises in textbooks every year, so leave some time for reading, what can be skipped and what can't be done.

Second, correct, sort out and classify the questions you have done to avoid repeating the same mistakes in the exam. Problem-solving errors generally have the following categories:

1. There is an error in the inspection, which may be carelessness. For example, 17 in the 2008 test paper requires solving equations, and a large number of candidates have already solved equations. For such a problem, if you mark the keywords when reading the questions, you can avoid it, so you should develop the habit of reading the keywords before the exam. Of course, misunderstanding is also possible. For example, in the mid-term examination paper in 2007, question 23: "During the summer vacation, Xiao Zhang and his family in go on road trip plan to drive the same distance every day and experience the quality of life. If the car travels 19 kilometers more than originally planned every day, the 8-day journey will exceed 2200 kilometers; If a car's daily trip is less than 12km, it will take more than 9 days to travel the same distance, so it is necessary to find out the original planned daily trip range of this car (unit: km). Many candidates have misunderstood "driving the same distance" in the question, which leads to mistakes in solving problems. For this kind of mistakes, they must improve their understanding ability through error correction and reflection.

2. Problems caused by knowledge loopholes or misunderstandings can be solved by supplementing corresponding knowledge points.

3. Errors in mathematical thinking and methods require variant training to cultivate their ability to draw inferences from others. At this stage, candidates can sum up which questions will involve the idea of classified discussion, which question situations may use the idea of combining numbers and shapes, which questions consciously use the idea of reduction in the process of solving problems, and what are the similarities and differences between the application of collocation methods in quadratic functions and quadratic equations.