I. Objectives of the first round of review

The first round of review is to comprehensively sort out and review the mathematics knowledge learned in senior high school, that is, to systematically sort out the knowledge and optimize the knowledge structure. Its guiding ideology is comprehensive, solid, systematic and flexible. Comprehensive-that is, comprehensive coverage; Solid-grasp the understanding, consolidation and deepening of unit knowledge; System-pay attention to the connection of knowledge, organically combine and complete the system, so that students can initially establish a clear knowledge network; Flexibility-strengthen small comprehensive training, overcome unidirectionality and directionality, and initially cultivate the ability to use knowledge comprehensively and solve problems flexibly. The direct goal of review is to solve the basic problems in the college entrance examination, and its fundamental purpose is to make material preparations for the improvement of mathematics quality. This stage should focus on the accurate memory and substantive understanding of basic concepts, the skillful use of basic methods and skills, the positive, negative, changeable and skillful use of formulas and theorems, and the training and maturity of basic problems.

Two, the first round of review need to pay attention to several issues

First of all, the teacher carefully studied the college entrance examination standards and made clear "what to test, how to test and how difficult it is". The examination standard clearly explains the mathematical thinking, mathematical methods, mathematical ability, the proportion of questions and the amount of questions in the college entrance examination, and even explains the ability requirements of questions and how long it takes to do them once. Only when teachers are familiar with the examination standards can they be confident and handy in reviewing.

Secondly, teachers should be familiar with and study the new college entrance examination questions in recent years, master the structure and characteristics of the college entrance examination questions, make clear which contents have appeared in the examination questions in recent years, which have never been involved, and which knowledge points are updated frequently, and find out the key points, difficulties and doubts of knowledge one by one, so as to be well-aware and targeted. Make full use of images, tables and block diagrams, so that students can build a knowledge network in their minds and turn it into clear lines instead of fuzzy ones. Students should have a deep understanding of concepts, definitions, formulas and theorems, remember them firmly, master them skillfully and refine them skillfully, so as to lift a thread and start all over again.

Third, teachers should pay attention to improving students' problem-solving ability in review teaching, pay attention to the infiltration of mathematical ideas, mathematical methods, examination common sense and art, base on the foundation, highlight general methods, reveal the process of knowledge generation, development and deepening, fully show the thinking process of problems, let students understand the application of basic knowledge and basic methods, guide students to summarize problem-solving methods, skills, rules and thinking methods through variant training, promote the transformation of knowledge into ability, and realize self-improvement. Make the whole review process a process of tempering students' thinking habits, improving mathematics quality and cultivating good psychological quality for exams.

Three. Some concrete methods of the first round of review

(1) Read the textbook and prepare for it.

By reading the textbook and previewing the basic training questions in the review materials, students can understand the knowledge system, knowledge structure, questions, methods and skills of each class, make clear the important and difficult points of this class, and make clear their own weak links, so as to take the class with questions and make full preparations for the lecture (that is, know what they know, what they don't know, what methods are clear and what they don't know).

(2) Carefully explain and highlight the discovery of the solution.

In the classroom teaching of the first round of review, teachers should carefully prepare, carefully select materials, grasp the key points of review, and make clear the problems to be solved, what goals to achieve, what to say and how to say in each class. Especially in problem-solving teaching, we should highlight the discovery of solutions, that is, how to get through ideas and find solutions. Let students clearly understand the methods of analyzing and dealing with mathematical problems, the links of solving problems, and be familiar with the identification and transformation of various mathematical languages (written language, symbolic language and graphic language), as well as how to choose reasonable and concise arithmetic and algorithms.

(3) Select the examination questions and do basic training.

On the basis of reviewing the knowledge of the day, in addition to completing the multiple-choice questions in the materials, the amount of homework generally assigned is controlled at 2 ~ 3 solutions, and students are required to complete it independently. The selected topics fully embody "basic" and "typical", which mainly come from variant questions in textbooks or basic questions reflecting basic concepts and methods. At the same time, the junior and middle grade questions related to the knowledge points of relevant chapters in the college entrance examination questions in recent years are selected. This not only consolidates the review content of the day, but also enables students to further understand the characteristics of the college entrance examination, stimulate interest and enhance confidence.

(4) Find and optimize the thinking quality in time.

After reviewing each unit, organize the small comprehensive test of the unit in time, and do the small comprehensive training of single subject after reviewing algebra, solid geometry and analytic geometry. Its purpose is to further consolidate and master the knowledge reviewed by students. Training is generally put forward by teachers of this grade, and the difficulty is controlled, focusing on the basic content and methods, which is a kind of pass-through training. In addition, teachers also guide students to do the following work: ① memorize the main concepts, theorems and formulas in this chapter, and explain their contents and essence; (2) Retell the proof idea of important theorems; (3) Recall the main questions, solutions and skills of this unit, sum up some ideas and methods with universal significance, carefully understand the solution methods of similar problems, and learn to "open a lock with a key"; (4) Set a set of wrong questions, sort out the mistakes in each assignment and test of this unit, analyze the causes, nature and correction methods of the mistakes, so as to strengthen the understanding of the concept essence and the correct application of formulas, analyze the causes of calculation errors, suit the remedy to the case, improve in time, and improve the speed and accuracy of problem solving.

In review, it is often found that students always make many mistakes on the same problem, and the problems that have been talked about many times in class still cannot be solved. The reason is not only related to students' poor knowledge, but also related to students' failure to pay attention to reflection after solving problems. Many students often do a problem, miss one, do it right, count themselves lucky, and admit that they are unlucky when they do it wrong. Few students do reflective work after solving problems. Teachers actively guide students to do reflective work after solving problems, so that they can learn useful lessons in problem-solving practice, especially from failure, and form their own problem-solving style, which is an excellent way to improve their problem-solving ability.