When solving big problems in mathematics class, we should keep in mind the mathematical ideas, turn big topics into small problems, and never forget the hidden standard. From static to multi-graphs, the classification discussion should be strict, the equation function should be a special tool, and the logical reasoning should be actuarial, so as to improve the quality of independent innovation. The final question of senior high school entrance examination is a kind of question designed to examine students' ability to use basic knowledge flexibly, and it has the function of selecting and dialing. It is characterized by many knowledge points, wide coverage, hidden standards, complex relationships, difficult conception and flexible play. To solve the grand finale of mathematics class, we should not only have a solid basic theory, but also have skilled professional skills and master common problem-solving countermeasures.
When explaining the finale, we generally use the following mathematical thinking and methods to analyze the finale of the national senior high school entrance examination in recent years, most of which are related to plane coordinates. Its characteristic is that according to the corresponding relationship between the creation point and the number, that is, the coordinate, on the one hand, it can use analytic geometry to study the characteristics of graphics, on the other hand, it can rely on geometric intuition to obtain some explanations of analytic geometry problems.
The finale of math class is usually placed at the end of the math test paper. Whether it is the difficulty coefficient or the comprehensive type, it is the biggest and most awesome question in all test papers. This paper not only examines the ability of middle school students to flexibly use the mathematical thinking methods they have learned, but also examines the mathematical thinking training ability of junior high school students. The purpose of questioners is to make students' grades open and keep their distance, which is conducive to selecting top students, which ordinary students can't do. Compared with junior high school mathematics teaching, middle school mathematics has improved a level. The last question in junior high school mathematics teaching, as far as professional knowledge is concerned, is actually the most basic question connected with senior high school mathematics knowledge at best. As far as mathematical thinking training is concerned, it will not be a new logical thinking mode.