How to make students learn high school mathematics well [Teaching and research contend] Shen's study of 2533 words abstract mathematics is a key period in middle school. How to learn high school mathematics well is an urgent problem for freshmen. In addition to the external factors such as learning environment, teaching content and teaching factors, students should change their concepts, raise their awareness, cultivate their study habits, correct their learning attitudes and improve their learning methods, and teachers should do a good job in mathematics teaching in junior and senior high schools. Students should develop good study habits and scientific study methods. Key words link interest method High school mathematics learning is a key period in middle school. Whether many students can adapt to the study of high school mathematics and how to learn high school mathematics well is an urgent problem for senior one students. In addition to external factors such as learning environment, teaching content and teaching factors, students should change their concepts, raise their awareness, cultivate their study habits, correct their learning attitudes and improve their learning methods. This paper talks about two views on how to learn high school mathematics well. First, teachers should do a good job in the connection between junior high school and senior high school mathematics teaching. "Mathematics is difficult to learn" is a common problem among senior high school students. Some students with good math scores in junior high school, even those with excellent math scores in senior high school entrance examination, have a downward trend in math after studying in senior high school for a period of time. This is also a problem that math teachers are very concerned about. Many senior high school mathematics teachers strongly call for the proposition of senior high school entrance examination to reflect the requirements of senior high school mathematics teaching for junior high school students' mathematical ability, hoping to exert influence on junior high school mathematics teaching. In fact, compared with junior high school mathematics, textbooks, teaching requirements, teaching methods, thinking level and learning methods have all changed suddenly. How to connect junior high school mathematics teaching and improve senior high school mathematics teaching quality is a very important issue. I have been engaged in mathematics teaching in senior high school for six years, and at the same time, I have led a third-year graduating class to teach across classes, so I have a certain understanding of mathematics teaching in junior high school. Through my achievements in mathematics teaching in recent years, it is proved that my approach in dealing with the convergence of junior high school mathematics teaching is feasible and has achieved remarkable results in improving students' learning methods. Below, I would like to outline some humble opinions from the following aspects: (1) Stimulating students' interest in learning and fully mobilizing their initiative and enthusiasm are the necessary conditions for effective activities and the source of success. Therefore, in order for students to learn mathematics well, we must further stimulate their interest in mathematics, arouse their initiative in learning, make students realize and appreciate the significance of learning mathematics and feel the fun of learning mathematics. Help students to build up confidence, encourage students to question and ask questions, and give full affirmation to teachers who "get to the bottom of the matter" and even put forward "unconventional" and "whimsical" opinions, and give full recognition to any small "bright spots" in their own thinking process. When teaching new content, teachers should pay attention to creating problem situations, try their best to ask questions, introduce and broaden the content vividly and naturally, and naturally guide students to think, try and explore, so that students can enjoy the joy of success because of their own efforts at any time in solving mathematical problems, thus promoting students' lasting interest in learning and achieving the effect of understanding and memorizing knowledge. (2) Compared with junior and senior high school textbooks, the content of high school mathematics is more, deeper, wider and more abstract, especially the first chapter of algebra in the first semester of senior one, which is rich in abstract concepts and properties, knowledge-intensive, theoretical, difficult to get started with solid geometry, difficult to establish students' spatial concepts and poor spatial imagination; At the same time, high school mathematics pays more attention to the rigor of argument and the completeness of narration, and the overall systematicness and comprehensiveness. Therefore, in high school teaching, teachers are required to make good use of junior high school knowledge and transition from shallow to deep to high school content. 1, using old knowledge to link up new contents. Senior high school teachers should be familiar with the requirements of junior high school mathematics textbooks and curriculum standards for junior high school mathematics concepts and knowledge, and new high school mathematics teaching can introduce new contents on the basis of reviewing junior high school contents. For example, to talk about trigonometric function of any angle, we should first review the concept of acute trigonometric function learned in Grade Three, then put forward the concept of trigonometric function of any angle and introduce the coordinate definition method. 2. Use old knowledge to dig deeper into new knowledge. For example, in plane geometry, two straight lines intersect if they are not parallel, but in solid geometry, they may not necessarily intersect, or they may be different planes. In fact, many conclusions are valid in plane geometry, but not necessarily in solid geometry. If we can dig deeper step by step, not only can students consolidate their junior high school knowledge, but more importantly, they can gradually accept and understand new knowledge. (3) Linking teaching methods Junior high school students' thinking mainly stays in the stage of image thinking or lower-level experience abstract thinking, while the first semester of senior one to the first semester of senior two belongs to theoretical abstract thinking, which is the maturity of thinking activities and begins to transition to debate thinking. Therefore, in high school mathematics, students are required to establish strict mathematical concepts and master mathematical knowledge through observation, analogy, induction, analysis and synthesis. Therefore, there must be a good connection between teaching methods. Teachers should organize teaching according to the characteristics of students' thinking development stage to promote thinking transformation. It is impossible to be too difficult or too urgent, too easy or too slow. It is necessary to design a good teaching plan, so that the teaching should not only conform to the level of students' thinking structure, but also have a certain intensity and appropriate difficulty. At the same time, we should pay attention to the training of transforming thinking methods and cultivate students' associative transformation ability. It is an important mathematical thinking method to turn a complex and unfamiliar problem into a simple and familiar one and solve it. This method is widely used in mathematics. We know that although solid geometry studies spatial graphics, most of its problems can be solved by plane geometry problems. For example, the transformation strategy of air parallelism: prove that lines are parallel, lines are parallel, and surfaces are parallel; In addition, there are some transformation strategies of angle, distance and geometry in space. Second, students should develop good study habits and scientific study methods. Most of the knowledge learned in junior high school is original knowledge and derivative knowledge, so the method of "perceptual knowledge-rational knowledge-practice" is basically adopted in junior high school learning; Learning in senior high school basically adopts the method of "known rational knowledge-new rational knowledge-practice". Pay attention to cultivating students' good habits. Good study habits include: habit of preview, habit of examining questions, habit of calculus, habit of checking calculation, habit of solving problems, habit of reflection after solving problems, habit of correcting errors, habit of being good at communication, habit of thinking diligently, habit of summing up, habit of taking notes, habit of writing learning experiences, habit of paying attention to lectures in class, habit of writing homework independently, and so on. Mastering scientific learning methods, how to observe and think, how to understand and analyze, and how to use them comprehensively are the difficulties in senior high school mathematics, and mastering learning methods is one of the measures to break through this difficulty. Such as problem discussion, self-study guidance, analogical reasoning, hypothesis, experimental assistance, preview-lecture-review (exercise)-summary and induction, and organically combine learning with questioning, learning with practice, learning with thinking and learning with application. Correctly treat new difficulties and problems encountered in learning. It is necessary to change "teacher-centered" into "self-centered, teacher-led" learning mode. It is necessary to establish correct learning objectives, cultivate strong learning interest and tenacious learning perseverance, and have sufficient learning confidence. Therefore, only with good study habits, diligent study attitude and scientific study methods can we give full play to our main role, not only learning, but also learning. Only in this way can we get twice the result with half the effort under the effective connection of teachers, learn high school mathematics well and achieve excellent results.