What is the order of answering questions in the college entrance examination?
The order of mathematics answers in college entrance examination: easy first, then difficult.
Is to do simple questions first, and then do comprehensive questions, should be based on their own reality, decisively skip the topics that can't be chewed, from easy to difficult, but also pay attention to take every question seriously, strive for practical results, and can't just skim through it and retreat when it's difficult, which hurts the mood of solving problems.
The order of mathematics answers in college entrance examination: mature first, then mature.
Looking at the whole volume, we can get many favorable positive factors and some unfavorable factors. For the latter, there is no need to panic. We should think that the test questions are difficult for all candidates. Through this hint, you can ensure emotional stability. After grasping the whole volume as a whole, you can practice the method of pre-cooking, that is, you can do those questions with familiar content, familiar question structure and clear thinking of solving problems. In this way, while winning familiar questions, you can make your thinking fluent and extraordinary, and achieve the goal of winning advanced questions.
The answer order of college entrance examination mathematics: the same first and then different.
Doing the same topic in the same subject first, thinking more deeply, exchanging knowledge and methods easier, is conducive to improving the efficiency of unit time. The college entrance examination questions generally require the "exciting focus" to shift quickly, and "the same first and then different" can avoid the "exciting focus" jumping too fast and too frequently, thus reducing the burden on the brain and maintaining effective energy.
Click to view: summary and review materials of high school mathematics knowledge points
The order of mathematics answers in college entrance examination: first small, then big.
Small problems are generally small in information and calculation, easy to grasp and should not be easily let go. We should strive to solve major problems as soon as possible before they appear, gain time for solving major problems, and create a relaxed psychological foundation.
The order of mathematics answering questions in the college entrance examination: point first and then point.
In recent years, most of the math problems in the college entrance examination are presented as "gradient problems", which need not be examined in one go, but should be solved step by step, and the solution of the previous problems has prepared the thinking foundation and problem-solving conditions for the later problems, so it is necessary to proceed step by step, from point to surface. 6. that is, the second half of the exam, we should pay attention to time efficiency. If it is estimated that you can do both questions, then do the high score questions first. It is not easy to estimate the two questions. First, the high-scoring questions should be graded by sections, and the score should be increased on the premise of insufficient time.
Summary of mathematics knowledge points in college entrance examination
Review taboo one
One taboo is "more but not better, attend to one thing and lose another"
Many students (more parents) always rack their brains to learn more than others in order to get ahead of others in the college entrance examination, which is undoubtedly a good thing. However, the method they finally adopt is often the most unfavorable to them, that is, buying and selecting a large number of review materials and handouts, spending much more time than others, doing it day and night. Their spirit is very valuable, their perseverance is amazing, and the effect makes them very sad and disappointed. Some parents even said, "My children have tried their best, but there is still no progress. He must be stupid. " . In fact, they made many scientific mistakes without knowing it.
1. There is a certain range of knowledge learned in high school, and more review materials and handouts are just repetition and deformation of knowledge within this range. Many topics you have done represent the same knowledge points and the same methods. For those knowledge and methods you have mastered, no matter how many questions you have, it is useless. Simple and boring repetition not only makes you fall into the sea of questions, exhausts your energy, but also makes you lose confidence, because you work harder than others, but you don't get the corresponding reward.
2. Each set of review materials is repeatedly scrutinized and carefully studied by editors, and the corresponding knowledge points are systematically integrated into it according to certain laws and methods. Therefore, as long as students study one or two representative review materials well, you will certainly learn what you should learn and what you will learn.
The story of "lost watermelon and picked sesame" tells us not to be too greedy. This information is good, so is that information. There's too much good information. Students' energy is limited, and the topics are infinite. Doing infinite problems with limited energy will never end, which will inevitably lead you to fail to complete each set of information well and learn systematically. Instead, it will be because of the styles and styles of various materials.
Review taboo 2
Second, avoid "learning without thinking, swallowing dates"
Another important reason why many students fall into the sea of questions is "learning without thinking" Topic is the carrier of knowledge. Some students have done many questions, but they still don't understand that they represent the same knowledge point. Not only can't they draw inferences, but they can't even draw inferences. The real reason is that they have not developed the habit of thinking and summarizing. Mr. Hua said: "For example, if we read a book, a thick one, plus our own annotations, the more we read, the thicker we know, and the things we know will be' from thin to thick'". "'learning' doesn't stop there, and' understanding' doesn't stop there. The so-called process from coarse to fine is a process of digestion and refining, that is, chewing, digesting and integrating what you have learned and refining the key things. " This passage fully illustrates the importance of thinking in the learning process. The following are some concrete manifestations of "learning without thinking". Maybe you've had this experience.
1. You think you understand in class, but you still can't do your homework. You ask the teacher, and the teacher tells you that this is an example or a variation of an example in class; I always feel that there are endless problems, every problem is very fresh, and I often encounter problems that I have never seen before;
I never consider how to make full use of my strengths and make up for my shortcomings. I only know what the teacher told me to do, do my homework and go to the exam after handing out the papers.
3. I suddenly feel that this is what a typical teacher said during the exam, but I have a feeling that I can't say it, or I feel suddenly enlightened and suddenly enlightened;
4. When the teacher asks you to summarize the problem-solving methods and strategies of a kind of topic or what you have learned in a chapter, you always have nothing to say;
A mistake you made is just euphemistically telling yourself to pay attention next time, which simply boils down to carelessness, but you will still make the same mistake next time.
Learning without thinking tends to swallow dates. People will not refuse things from the outside world, but will only accept them, will not choose them, will only remember them and will not summarize them. If you don't "add your own notes" in the learning process, how can you achieve what Mr. Hua called "from thin to thick" You can't "extract the key things", let alone find the essence of the problem "from coarse to fine", so it is difficult for you to make a qualitative leap in your study.
Review taboo three
Three bogeys: "aim too high and ignore the double basics"
Many students know that aiming high is synonymous with overreaching and overreaching, but they don't know what aiming high is.
Some students think that their grades are very good, so they always think that the basic things are too simple, and it is a waste of time to learn double basics; Some students have a higher position on themselves and think that they should learn things that are higher than other students and that others find difficult; Some students always think that the teacher speaks too simply or too slowly, and even some students have poor grades and look down on basic things. In fact, these are all too ambitious.
The deepest truth often exists in the simplest facts. All tall buildings are built from the ground, and all advanced theories are summarized from basic theories. Students can carefully analyze the lessons taught by the teacher, no matter how difficult the topic is, it always boils down to the knowledge points in the textbook. No matter how simple the topic is, they can always point out the scientific truth contained in it. Most students only hear what the teacher says, and often think that the topic has been understood, so they don't need to listen any more, ignoring the key point of the teacher's explanation of "from foundation to return to foundation". Therefore, everyone must attach importance to the double foundation and never be too ambitious.
Four bogey "perfunctory, muddle along"
The following are two surveys on the homework problems of 300 senior three students in a school in 2020: (the numerical value is the proportion of students: reached/total number)
What are you doing your homework for?
It is 9 1/30.33% to test whether you have learned it.
Because the teacher wants to check, accounting for 143/47.67%.
38/ 12.67% were afraid of being criticized by parents and teachers.
Unexplained reasons accounted for 28/9.33%
How did you finish your homework?
Review, and then independently contact the class content, accounting for 55/ 18.33%.
Induction of mathematics knowledge points in senior three.
A, straight lines and circles:
1, the inclination range of the straight line is
In the plane rectangular coordinate system, for a straight line intersecting the axis, if the axis rotates counterclockwise around the intersection point to the minimum positive angle when it coincides with the straight line, it is called the inclination angle of the straight line. When the straight line coincides or is parallel to the axis, the specified inclination angle is 0;
2. Slope: If the inclination of the straight line is known to be 0 and 90, then the slope k=tan.
The slope of the straight line passing through two points (X 1, Y 1) and (X2, Y2) is k=( y2-y 1)/(x2-x 1), and the slope of the tangent line is obtained.
3. Straight line equation: (1) point oblique type: if the slope of the intersection of straight lines is 0, then the straight line equation is 0.
⑵ Oblique intercept type: If the intercept of a straight line on the axis is sum slope, the straight line equation is
4、 , ,① ∥ , ; ② .
The relationship between straight lines:
(1) Parallel A 1/A2=B 1/B2 Attention test (2) Vertical A 1A2+B 1B2=0.
5. Distance formula from point to straight line;
The distance between two parallel lines and is
6. Standard equation of circle: .2 General equation of circle:
Note that the standard equation can be transformed into a general equation.
7. A circle must have two tangents outside the circle. If only one tangent is found, the other tangent is a straight line perpendicular to the axis.
8. The positional relationship between a straight line and a circle is usually transformed into the relationship between the center distance and the radius, or a right triangle is constructed by using the vertical diameter theorem to solve the chord length problem. ① Separation ② Tangency ③ Intersection.
9. To solve the relationship between a straight line and a circle, we should give full play to the plane geometric properties of the circle (such as radius, semi-chord length and chord center distance forming a right triangle).
Second, the conic curve equation:
1, ellipse: ① Note that there is another equation (A0); ② Definition: | pf1||| pf2 | = 2a3e = ④ Long axis length 2a, short axis length 2b and focal length 2c; a2 = B2+C2；
2. Hyperbola: ① Note that there is another equation (a, B0); ② Definition: || pf1| | pf2 || = 2a3e =; ④ Real axis length 2a, imaginary axis length 2b and focal length 2c; Asymptote or c2=a2+b2
3. Parabola: ① Equation y2=2px Note that there are three more, which can distinguish the opening direction; ② definition: |PF|=d focus f (0), directrix x =-; ③ focal radius; Focus chord = x1+x2+p;
4. The chord length formula of conic section line:
5. Pay attention to the combination of analytic geometry and vector: 1, (1); (2) .
2. Definition of the product of quantities: When two non-zero vectors A and B are known, the included angle is, then the quantity |a||b|cos is called the product of the quantities of A and B, and it is denoted as ab, that is
3. Calculation of modulus: |a|=. To calculate the modulus, you can first calculate the square of the vector.
In the above article, experts from our university have brought you the knowledge points of senior three mathematics. As long as you can learn these difficult knowledge solidly, it is easy to get high marks in the college entrance examination mathematics.
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