1. Knowing and remembering the knowledge that will be kept in memory forever is the basis of follow-up study, and it is an essential tool for learning new knowledge and carrying out creative work. It should be used well and often. Every teacher should have a set of methods to review this kind of knowledge, not only by memorizing it specially, but also in the process of practical work. They can also design special games to help them remember and master knowledge, all of which create conditions for unconscious memory. The effect of unconscious memory depends on the process of mental work when learning knowledge. This process is interesting, and the better the effect. Therefore, when students learn important and incomprehensible knowledge, they should try their best to enter the memory without conscious memory. Of course, we should remember all the knowledge and be good at using other books and textbooks. Among other suggestions, Su pointed out that before teachers let students learn equations, students should have dozens of pages of knowledge about equations in their minds, which should be read in some fascinating books. Unfortunately, as a math teacher, subject to their own knowledge of the subject, even do not know such a book, how to guide students!
2. Math teachers should pay attention to the fact that the more students think about theorems, the easier it is to remember them. Comprehensive memory is the strongest, so don't memorize it by rote. In fact, we should try our best to prevent students from remembering what they don't understand.
3. The so-called learning knowledge is to use knowledge first. In order to prevent rote learning, students should not be required to repeat knowledge. Even if the teacher asks questions, students should not repeat knowledge. Instead, we should use books to illustrate knowledge and demonstrate it according to in-depth thinking. In fact, it is much more difficult than simply endorsing. This is why the open-book examination of political history in junior high school is more difficult, and it pays more attention to examining students' ability to analyze problems and historical events, rather than just memorizing them. Recently, when I was teaching Wan Wan to read and write, I borrowed books from my neighbor's children because of the lack of teaching materials. I found that in this class, the children's books recorded the steps of how to read and write numbers. Can you read just by reciting these steps? No, I know how to read and write, but I don't know these steps. Why not?