20% are moderately difficult questions, and 10% are difficult questions. Therefore, laying a solid foundation is the primary task to improve the mathematics performance of rural middle schools. A solid foundation should include: basic concepts, basic computing ability and basic application ability. 1, basic concept: concept is used to distinguish right from wrong. Unclear concepts will make students feel ambiguous, which will eventually lead to mistakes in multiple-choice fill-in-the-blank questions. Take the concepts of quadratic equation and quadratic function as an example. The general form of the former is:? 8? 7? 8? 8 0 2 ? 8? 2? 8? 0? 8? 0? 8? 8 a c bx ax y which is the latter? 8? 7? 8? 8 0 0 2 ? 8? 2? 8? 8? 8? 0? 8? 0 a c bx ax classmates forgot 0 again? 8? The prerequisite of 2 a is that there are many mistakes in doing the questions and the scores lost in the exam are also serious. In addition, concepts such as square root, arithmetic square root and cubic root are easily confused by students. Therefore, it is necessary for students to sort out the important concepts in the textbooks before the exam, and deepen their impressions through reading and copying, especially the key concepts that are easy to confuse and make mistakes, so as not to leave hidden dangers. 2. Basic computing ability: We all know that teachers can teach students methods, arithmetic and skills, but if students understand the methods and arithmetic incorrectly, even a competent teacher may be powerless. Therefore, teachers should find ways to improve students' computing ability. The simple method is to calculate more. There is no shortcut to computing power, only more computing can improve it. Guiding students to use their brains and doing basic training are the necessary conditions for cultivating students' computing ability. 3. Basic application ability: The ultimate goal of mathematics teaching is to enable students to use mathematics to solve practical problems and "reasonably use concepts, formulas, laws and theorems according to the problems and conditions in exams and life". We should pay attention to the application of arithmetic, seek and design reasonable and simple operation methods, improve the rationality and simplicity of operation, pay due attention to approximate calculation, estimation and mental arithmetic, and improve the operation speed, and so on. Basic application often involves a large number of examples, exercises and exercises in textbooks, and the basic application problems in textbooks are also the most basic and typical. Therefore, mastering the basic application problems in textbooks is the premise for rural students to improve the basic application of mathematics. Second, doing more and doing math skillfully has its own unique characteristics: mathematics needs to do problems, especially calculation problems, in order to improve its computing ability. Usually, if you don't calculate or the calculation time is short, there will be problems such as no calculation and inaccurate calculation during the examination or use. If you calculate more, you will be accurate. Rural students can also see more types of questions while doing the questions, so as to be well informed. Students who often see the questions will know how to start. Doing more questions can further consolidate the foundation and kill two birds with one stone. It is necessary to do more math problems, but some students use the "sea tactics" and do a lot of exercises, but their grades have improved little. Why? This is a typical performance of students falling into the misunderstanding of doing problems. Mathematics needs to do problems, practice and a lot of problems, but it needs to "bury your head in thinking" more. When doing problems, we should pay more attention to the changes in the types of questions, problem-solving ideas, problem-solving methods and problem-solving skills, and "work hard" at the same time. Time is the most precious thing in exams. If you master good ideas, methods and skills and have good computing ability as a guarantee, students can solve problems quickly and make fewer mistakes. Third, take notes. In rural schools, there are generally few series of mathematics learning counseling for students, and there are even fewer problems that students can see and do. As for the strengthening of problem-solving methods, problem-solving ideas and problem-solving skills, there are even fewer. Taking class notes can effectively reduce students' shortcomings in this respect. Note-taking is mainly to record some typical examples (not in the textbook), new questions, problem-solving methods, problem-solving ideas, problem-solving skills, doubts and difficulties, reflection and summary after class, etc. Good notes can play a multiplier role in unit review, mid-term review and final review. At the same time, reading notes carefully and using the new ideas and knowledge behind them to understand and sort out the knowledge learned before can also improve learning efficiency and better learn and master mathematics knowledge. Fourthly, the knowledge background, thinking mode and emotional experience of the students who construct the "wrong problem set" are different from those of the teachers, and their expressions may be inaccurate, which will inevitably lead to "mistakes". As the saying goes, "once bitten, twice shy", but many rural students often fall into similar or even the same "trap" again and again in mathematics. Therefore, it is necessary to urge students to record the wrong questions in time after the usual tests, exams or problem solving, and at the same time record the source of the questions, the ideas when answering at that time, why they are wrong, what is the correct solution, whether there are many solutions and how to solve them skillfully, what places to pay special attention to in the future, what skills to solve such problems and what they have learned. In this way, by strengthening your understanding and solving the problem of right and wrong, you can avoid unnecessary loss of points next time. After all, mathematics in the senior high school entrance examination should be "every point counts", and losing one point less is also a victory. Of course, the wrong questions should be divided into different situations. Personally, I think it can be divided into two types: one is that the problem itself is too difficult to do at all; The other is that you can do it, but you made a mistake because of your carelessness. Therefore, the wrong question with the most analysis and record value is the second category. Because there are many kinds of carelessness: one is to read the wrong topic. Second, the ideas and methods are wrong. Third, the calculation is wrong. Students can use their own "set of wrong questions" to solve "Why did you read the wrong questions? Why is it wrong? " And other issues, improve their correct rate of solving problems. In fact, how many questions are there in the senior high school entrance examination that a well-prepared student can't do? The final success or failure depends on how many questions he answers correctly. If students can put an end to carelessness as far as possible, then the math scores of middle school students in the senior high school entrance examination will not be bad. V. Knowledge integration "If you can understand in class, your homework can be completed and your grades are not high." This is the "aspiration" of most rural middle school students. Because the content of a class is relatively small and the knowledge is relatively simple, rural students can generally understand it under the guidance of teachers; After-class exercises are often "directly applying concepts or algorithms", with low skills and skills, which need more students to complete. However, due to the influence of speed, time and other courses, students seldom pay attention to the understanding and ability improvement after class. Once a large-scale exam, such as the senior high school entrance examination, requires students to relate a lot of knowledge of middle school mathematics, most students will be blindsided. Therefore, we should pay attention to discovering the internal relationship between questions and consciously integrate some knowledge. The integration of knowledge includes the integration of basic concepts, basic skills and problems. After careful analysis of our six textbooks and the exercises of the senior high school entrance examination, we can easily find that the examination of algebra content in junior high school has always been based on the teaching of "constant deformation" knowledge, methods and skills, with the goal of examining students' "computing ability"; The geometry part mainly examines students' knowledge, methods and skills of "graphic transformation", with the goal of examining students' "spatial imagination, thinking, reasoning and argumentation ability". In this way, in the review process before the middle school entrance examination, both teachers and students have key points and goals, and the actual effect of review may be very different. Learning to integrate knowledge is particularly important for students in the second semester of Grade Three, because the new knowledge has been basically learned at this time, and the process of summarizing and integrating knowledge is itself a process of self-review. For example, you can summarize and integrate the proof method of the equality of angles and line segments, common geometric basic models and common algebraic operation problems. In junior high school, you need to review these aspects one or more times systematically to complete the integration of knowledge. Of course, this aspect also needs students' ability and consciousness. After all, a person's ability is limited, so this process can be coordinated by classmates or assisted by teachers. Sixth, this link mainly refers to students' test-taking skills. Everyone has his own "weakness". If your weakness is involved in the exam, it will definitely become your pain. Therefore, we must make good use of the special study before the exam to carry out a annihilation war against the "soft rib" knowledge and avoid the "lame" or "blind spot" in knowledge. Give up, give up, give up if you don't get it. For the subject of mathematics, we should set a good position for ourselves according to our own strength, ensure that all the basic questions are answered correctly, give up those difficult problems that we can't do properly, achieve the optimal distribution of intelligence and time, and achieve good results. In a word, it is not easy to improve the math scores of rural schools. It requires active efforts and the application of teaching skills.