Some freshmen just don't pay enough attention to math in grade one. After entering the second year of senior high school, they found that they couldn't keep up with the teacher's progress, and they felt that mathematics was becoming more and more difficult to learn. The main reason for this problem is that they don't pay enough attention to the mathematics foundation of senior one. 3 The following are several problems that often appear in senior one mathematics learning:
1, the understanding of knowledge points stays at the level of a little knowledge;
2. We can never master the key mathematical skills of solving problems, treat each problem in isolation, and lack the ability to draw inferences from others;
3. When solving a problem, there are too many small mistakes, and the problem can never be completely solved;
4. The problem-solving efficiency is low, and a certain number of problems cannot be completed within the specified time, which is not suitable for the examination rhythm;
5. I haven't formed the habit of summarizing and summarizing, and I can't habitually summarize the knowledge points I have learned;
If these problems can't be solved well in the first grade, students may have a decline in their grades in the polarization stage of the second grade. On the contrary, if we can lay a good foundation of mathematics in the first grade, the study in the second grade will only increase the number and difficulty of knowledge points, and students will easily adapt to the learning methods.
Then how can we lay a good foundation for mathematics in senior one?
(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 the concept of algebraic expression (an expression expressed by letters or numbers is algebraic expression), many students ignore that "a single letter or number is also algebraic expression". 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 you skillfully use it in the topic?
Suggestions are: be more careful (observe special cases), be more in-depth (know the common test sites in the topic), and be more skilled (we can use them freely no matter what appearance they appear).
(2) Summarize similar topics.
This job is not only for teachers, but also for students. When you can summarize the topics, classify the topics you have done, know which types of questions you can do, master the common methods of solving problems, and which types of questions you can't do, you will really master the tricks of this subject and truly "let it change, 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. 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.
The suggestion is: "summary and induction" is the best way to do fewer and fewer problems.
(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. 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. The reason why I suggest you collect your typical mistakes and problems that you can't do is because once you do, you will find that you thought you had many small problems before, but now you find this one is recurring; You thought you didn't understand many problems before, but now you find that these key points have not been solved.
The suggestion is: doing problems is like digging gold mines. Every wrong question is a gold mine. Only by digging and smelting can we reap.
(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.
Suggestions are: "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: 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. Doing homework at ordinary times can limit 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.
Suggestions are: treat "homework" as an exam and "exam" as homework.
Above, some suggestions are given for the problems that often appear in junior one mathematics, but one thing to emphasize is that the most important thing of any method is effectiveness. Students must avoid formalization and pursue practical results in their study. Any exam is a test of people's minds, and it is by no means a test of whether everyone's notes are clear and whether the plan is comprehensive.