1, do problems every day, study hard, but your grades are not rising but falling. Is this unscientific?

2. It's OK to study in the first grade. Why did you enter the second day of junior high school, the problem became prominent, and your grades began to decline? Is it evil?

3. The problem-solving efficiency is low, and the test questions cannot be completed within the specified time, which is not suitable for the examination rhythm. Are you allergic to tests?

4. The understanding of knowledge points stays at the level of a little knowledge. When doing problems, I often get stuck, and I slowly lose interest in math learning, even dislike it. When I hear math, I feel sick and want to throw up. What is the reason?

As the saying goes, junior high school mathematics is a whole. Although there are many knowledge points of mathematics in the first grade, they are all relatively simple. The second grade is the most difficult, and the third grade has the most test sites.

Many children have gradually accumulated a lot of minor problems in their usual study. Based on the principle of "one more itch, one more debt", they don't care about this, because those who achieve great things are informal.

When these problems entered the second day of junior high school, the number of subjects increased and the difficulty deepened, the problems appeared, and the grades began to decline, which was out of control, and it was simply a death.

From the perspective of human nature, if you want to taste the happiness of solving problems by adjusting your learning methods, you will only be interested if you feel happy in your study. If you are interested, you are not afraid that your academic performance will not go up.

First, we should be able to master concepts and formulas.

This kind of problem is reflected in three aspects:

1, the understanding of the concept only stays on the surface of words, and the special situation of the concept is not paid enough attention.

2. Concepts and formulas are blindly memorized, lacking the connection with practical topics. The knowledge learned in this way can't be well connected with solving problems.

3. Do not pay attention to the memory of mathematical formulas. Memory is the basis of understanding. If you can't memorize the formula, how can you skillfully use it in the topic?

Second, summarize similar topic types.

This matter is not only for teachers, but also for children to learn to do it by themselves. When you can summarize the topics, classify the topics you have done, know which types of questions you can do, master the common methods of solving problems, and which types of questions you can't do, you will really master the tricks of this subject and truly "let it change, I will never move."

If this problem is not solved well, after entering the third grade, we will find that some children do problems every day, but their grades fall instead of rising.

The reason is that they do repetitive work every day, and many similar problems are repeated, but they can't concentrate on solving the problems that need to be solved.

Over time, the problems that can't be solved have not been solved, and the problems that can be solved have also been messed up because of the lack of overall grasp of mathematics.

Our suggestion is that "summary" is the best way to reduce the number of topics. For different topics, we have different problem-solving skills, such as the ancients' cloud, and the skills of striking the iron. As long as you master the skills, you can stop people from killing, and Buddha kills Buddha. If we can't master the skills, it will be a tragedy. People will stop people from killing you, and Buddha will kill you.

Third, collect typical mistakes and solve problems that can never be solved.

The most difficult thing for children to face is their own mistakes and difficulties. But this is precisely the problem that needs to be solved most. Students do exercises for two important purposes:

1, practice the knowledge points and skills learned in practical topics.

2. Find out your own shortcomings and make up for them. This deficiency also includes two aspects, mistakes that are easy to make and contents that are completely unknown. However, the reality is that children only pursue the number of problems and deal with homework hastily, not solving problems, not collecting mistakes.

In fact, our biggest problem is that we always ignore our own problems, but we don't know that we can solve the problems we can't, so we will certainly make progress.

Many people like to do what they can to experience the feeling of being condescending and knowing the cow. When I met something that didn't work, I immediately began to shrink back and was finally solved by the cow.

Find problems you don't understand and actively ask others for advice. This is a very common truth. But this is what many children can't do. There may be two reasons:

1. This problem has not been paid enough attention and no solution has been sought.

2, I'm sorry, I'm afraid I'm asking my teacher to be trained and my classmates to be looked down upon by them.

With this mentality, you can't learn anything well. "Building a car behind closed doors" will only make your problems more and more.

Nowadays, children have a strong self-esteem and always feel that asking questions to others is a sign of cowardice, so they have to wrestle with this topic, and later they both lose-he wastes a lot of time and the topic is finally torn up by him.

Examination itself is a science. Some children usually get good grades. Teachers ask questions in class and they can do anything. I can also do problems after class. But when it comes to the exam, the results are not ideal. There are two main reasons for this:

1, test mentality is not bad, easily nervous.

The examination time is tight, and it can never be completed within the stipulated time.

Bad mentality, on the one hand, we should pay attention to our own adjustment, but at the same time we also need to exercise through large-scale examinations. Every exam, everyone should find a suitable adjustment method and gradually adapt to the rhythm of the exam with the passage of time.

The problem of slow problem solving needs to be solved in the usual practice.

Every time I take an exam, I always meet some nervous children who regard the examination room as a battlefield, even an execution ground or even a slaughterhouse, but he doesn't have the freedom to laugh at me and go to sleep after laughing. What should I do if I always worry that I can't do well in the exam? Or what if the teacher did well in the exam but was not allowed to read the newspaper? These are all bad habits.