First, I seem to understand it in class, but I can't do it alone.
Some students can understand in class, and the teacher can figure out the questions, but they won't do it when they suddenly encounter homework and exams. This is actually because students have no habit and training of "active thinking" and no problem-solving skills.
Learning mathematics requires a good preview before class, a general understanding of the knowledge to be learned, and the problems encountered in the preview process should be recorded. Keep up with the teacher's thinking in class and pay attention to the similarities and differences with your own thinking. Middle school students should take the initiative in class and try to take notes on the basis of understanding, instead of blindly copying notes. Otherwise, there is no room for thinking. If you really don't understand, you must mark it. Find an understanding teacher or classmate to tell yourself as soon as possible after class. Review the knowledge points before doing your homework, and then do the exercises. After you finish, you must analyze the wrong questions and find out your own knowledge omissions.
Second, I usually do the problems smoothly, and I "make mistakes" as soon as I get to the exam.
Some students can usually do their homework and practice, but when they get to the exam, they make mistakes and always fail! The fundamental problem still lies in the lack of practice and ability. Because I am more relaxed when doing the problem at ordinary times, I will naturally "try my best to overcome" this problem, but in the examination room, I can only "barely cope" with this problem because I have spent a certain amount of spirit and brain power on the previous problem, and the result is naturally unsatisfactory.
Middle school students need to master the correct mathematics training methods, arrange time-limited problem-solving training, ensure that they are accustomed to the rhythm of the examination room, improve the difficulty of usual practice, and calmly cope with the pressure of the examination room. Some students like to read reference materials while doing math problems. For example, when they do a certain problem, they forget to turn over the formula and forget a certain step. Although they did this problem for the knowledge points in the book, they probably won't do it next time, and the final result won't be done either.
Third, the basic questions can be mastered, the new questions and questions can't, and the score is naturally not high.
Some middle school students find it difficult to get high marks. I usually do a lot of papers, but I have no clue when I meet an "unknown" problem or a finale. What should I do? The final question is usually a comprehensive examination of multiple knowledge points, which requires not only a solid foundation, but also a relatively high mathematical thinking ability. Some new questions focus on the expansion and innovation of students' problem-solving ideas, which cannot be dealt with by simple sea tactics.
When practicing at ordinary times, don't rely on feelings. Every problem has an analysis. How should the conditions be transformed? How should unknown and known quantities be combined? How do you apply the knowledge and theorems you have learned? Some students often feel lazy when they encounter problems and want to solve them tomorrow. Some children are even ashamed to ask questions. As a result, there are more and more problems. You know, the problem is the knowledge loophole. The longer the delay, the bigger the loophole, and the result will naturally not be good. Therefore, the only solution is to find and solve problems as soon as possible.
Four, don't like to do problems or blind sea tactics, are extreme math learning behavior.
Middle school students need to understand that it is definitely impossible to do math without doing problems. Only by relying on a few examples and homework given by the teacher in class, these problems are not enough to fully grasp the knowledge points of mathematics learning. I don't have enough questions. I may be "unfamiliar" during the exam, and I don't know how to start.
Similarly, if you don't understand mathematical thinking, it's not enough to just do the questions and brush all the questions. Trapping tactics are the other extreme. Changing the data and conditions of a math problem may become a new problem, and the math problem can't be finished. What we should learn is not to do a problem, but to do a kind of problem, learn to draw inferences from others, and master the problem-solving thinking in the problem.
When doing problems, middle school students should learn to use the knowledge points contained in thinking problems, the similarities and differences between problems, connections and so on. By thinking about integrating knowledge points, you will gradually refine your thinking, and it will be much smoother to solve such problems in the future. When learning mathematics, you should delve into the reasons behind the formula and try not to memorize it.
To learn mathematics well, middle school students need to analyze more wrong questions, find out their own knowledge loopholes, and find some related questions to do according to the knowledge loopholes, so as to master the solutions to a class of problems. Why worry about losing points?