1. Adjust psychology and enhance confidence.

(1) Set the examination objectives reasonably, create a relaxed examination atmosphere, and treat the college entrance examination with a normal heart;

(2) Reasonable diet to improve sleep quality;

(3) Maintain a good state of preparing for the exam and constantly give positive psychological hints;

(4) Being quiet can make you wise, stabilize your mood, purify your mind and meet the upcoming exam with confidence.

2. Careful preparation, methodical

(1) Focus on review, and check for missing parts. Sorting out and integrating the test questions of previous mock exams can be classified according to both knowledge and mathematical thinking methods. Strengthen contact and form a knowledge network structure, so as to win more with less and cope with the same strain.

(2) Find the wrong questions, analyze the reasons and prescribe the right medicine, which is the key work.

(3) Read "Exam Description" and "Exam Analysis" to ensure that there are no knowledge blind spots.

(4) Return to textbooks, return to basics, return to college entrance examination questions in recent years, and master general methods.

(5) Pay attention to the standardization and conciseness of written expression, master the expressions of various common problems, and avoid the phenomenon of "meeting but not right, right but not complete".

(6) Before the exam, you should do a certain amount of middle and low-grade questions to familiarize yourself with basic methods and typical problems. Generally, don't do difficult problems, but keep a clear head and a good competitive state.

3. enter the stadium to fight, and the whole volume is unobstructed.

The most likely to lead to psychological tension, anxiety and fear is the "battle" stage after admission and before answering questions. At this time, it is important to maintain a stable mentality. When I first got the test paper, I was usually nervous. Don't rush to answer. You can scan the whole paper first, and get as much information as possible from the surface of the paper, paving the way for implementing the correct problem-solving strategy. Generally speaking, you can do the following things in five minutes:

(1) Fill in all candidates' information and check whether there are any problems in the test paper;

(2) Adjust your mood, enter the examination state as soon as possible, answer simple multiple-choice questions or fill-in-the-blank questions that can draw conclusions at a glance (once solved, your confidence will be doubled and your mood will be stable immediately);

(3) Questions that can't be answered immediately can be roughly divided into two categories: A and B when browsing: A refers to familiar and easy-to-use questions; Class b refers to the questions that are unfamiliar and have difficulty in feeling, so as to be aware of them.

Second, the characteristics and answering skills of math problems in the college entrance examination

1. Multiple choice question-"By hook or by crook"

Problem type characteristics:

(1) Strong concept: Every term, symbol and even idiom in mathematics often has a clear and specific meaning. This feature is reflected in multiple-choice questions, which are characterized by a strong concept, and the statement and information transmission of questions are based on mathematics disciplines and habits, and will never be unconventional.

(2) Quantification is prominent: the study of quantitative relations is an important part of mathematics, and it is also a main content in the mathematics examination. Quantitative questions account for a large proportion in the multiple-choice mathematics questions in the college entrance examination, many of which are formal quantitative calculations, but they are not simple or mechanical calculation questions, and often include the examination of concepts, principles, properties and laws. This assessment is closely combined with quantitative calculation to form quantification.

(3) Full of speculation: This feature stems from the high abstraction, systematicness and logicality of mathematics. As a multiple-choice math problem, especially in the selection of exams, there are not many questions that can be answered correctly only through simple calculation or intuitive perception, which can almost be said to be non-existent. In order to answer correctly, most multiple-choice questions always require candidates to have certain ability of observation, analysis and logical reasoning. Speculative demand fills the lines of the theme.

(4) Both form and number: the research object of mathematics is not only number, but also figure. The discussion and research of logarithm and figure are not separated, but combined and dialectical. This feature has been fully demonstrated in senior high school mathematics. Therefore, in the multiple-choice questions of mathematics in the college entrance examination, it embodies the characteristics of both shape and number, which is manifested in the fact that algebraic questions are often hidden in geometric multiple-choice questions, and algebraic multiple-choice questions often contain geometric figures. Therefore, the combination of numbers and shapes and the separation of numbers and shapes are important and effective thinking methods and problem-solving methods for multiple-choice questions in mathematics in college entrance examination.

(5) Diversification of solutions: Compared with other disciplines, the phenomenon of "multiple solutions to one problem" in mathematics is prominent, especially the multiple-choice questions in mathematics provide rich and useful information for the answers to test questions, which is quite enlightening, showing a broad world for problem-solving activities and greatly increasing the ways and methods of solving problems. Very clever solutions are often hidden among them, which is conducive to examining the depth of thinking of candidates.

Problem solving strategy:

(1) Pay attention to the exam. Read the topic several times to find out what this topic seeks, what it knows, and what is the relationship between seeking and knowing. Make it clear before you begin to answer questions.

(2) The order of answering questions is not necessarily according to the question number. You can answer the questions you are familiar with first, start with the questions you are sure of, let yourself enter the problem-solving state as soon as possible, and generate the passion and desire to solve problems, and then answer the unfamiliar or unfamiliar questions. If you have time, try to spell out those questions that you are not sure or can't start. This may be able to play beyond the level.

(3) About 70% of multiple-choice questions in mathematics are direct methods, so we should pay attention to the understanding and application of symbols, concepts, formulas, theorems and properties, such as the properties of functions and sequences.

(4) Mining hidden conditions and paying attention to error-prone and confusing points, such as the empty set in the set, the definition domain of the function, the restrictive conditions of the application problem, etc.

(5) Various methods, by hook or by crook. The college entrance examination questions highlight the ability, make a mountain out of a molehill, pay attention to clever solutions, and be good at using the methods of combination of numbers and shapes, special values (including special values, special positions and special figures), exclusion, verification, transformation, analysis, estimation and limit, and answer quickly once the ideas are clear. Don't dwell on one or two small problems, and don't make a mountain out of a molehill. If you really have no idea, you should be confident. "Don't ask questions, but do it right." Even if you are cute, you have a 25% winning rate.

(6) control time. Generally speaking, it should not take more than 40 minutes, and the multiple-choice questions should be completed in about 25 minutes. Try to answer quickly and accurately, and leave enough time for the following answers to prevent "losing points over time".

2. Fill in the blanks-"direct result"

Problem type characteristics:

Fill-in-the-blank questions and multiple-choice questions belong to objective questions, and they have many common characteristics: short and pithy form, focused examination objectives, short and clear answers, no need to fill in the problem-solving process, objective, fair and accurate grading, etc. But there are also qualitative differences between fill-in-the-blank questions and multiple-choice questions. First of all, there is no substitute for the fill-in-the-blank question. Therefore, the answer has both the advantages of not being disturbed by temptation and the disadvantages of lacking suggestive help. Candidates' ability to think and solve problems independently will be higher. For a long time, the correct answer rate of fill-in-the-blank questions has been lower than that of multiple-choice questions, which may be an important reason Secondly, the deconstruction of fill-in-the-blank questions is often in a correct proposition or assertion, in which some contents (that is, conditions can be made or conclusions can be made) are removed, leaving room for candidates to fill in independently, making the examination method more flexible and sometimes more difficult than multiple-choice questions in reading comprehension. Of course, this is not always the case, it will depend on the design intention of the proponent.

Fill in the blanks with fewer test sites and concentrated goals. Otherwise, the discrimination of the test questions is poor, and the reliability and validity of the test are difficult to be guaranteed. This is because: if there are many test sites, the answering process is long, and there are many factors that affect the conclusion, then it is difficult for candidates who answer the wrong questions to know the real reason for their mistakes, and some may not know it, so they are wrong at first; Some may only make mistakes in the last step, but the same situation is displayed on the answer sheet and the same result is obtained, although the level is very different.

Problem solving strategy:

Because there are similarities between fill-in-the-blank questions and multiple-choice questions, some problem-solving strategies can be used. I won't talk about it here, and give some suggestions according to different characteristics:

First, the vast majority of fill-in-the-blank questions are computational (especially reasoning) and conceptual (or qualitative) questions, and the answer must be computational or logical reasoning, and judged according to the rules;

Second, the result of the answer must be accurate in numerical value and standardized in form, such as the representation of set form and the completeness of function expression. If there is a problem with the result, it will be zero;

Third, the answer to the fill-in-the-blank question in the exam instructions is "correct, reasonable and fast". Therefore, the basic strategies for answering questions are: operate quickly and avoid making a mountain out of a molehill; Stability-deformation should be stable to prevent impact; Complete-the answer should be complete, avoiding being right and incomplete; Live-live to solve problems, don't copy them mechanically; Careful-careful examination of the questions, not sloppy.

3. Solve the problem-"step by step"

Problem type characteristics:

Compared with fill-in-the-blank questions, answering questions provides different types of questions, but there are also essential differences. First, when answering questions, candidates should not only provide the final conclusion, but also write or tell the main steps of the answering process and provide reasonable and legal explanations. There is no such requirement for the fill-in-the-blank question, just fill in the results, omit the process, and fill in the results concisely and accurately. Secondly, the content of the test questions is much richer than that of the fill-in-the-blank questions, and there are relatively many test sites to answer questions, which is comprehensive and difficult. The evaluation of the answer results depends not only on the final conclusion, but also on the deductive demonstration process, and the scores are judged according to the situation to reflect their differences, so the freedom of answering questions is much greater than that of filling in the blanks.

Scoring method:

The scoring method of mathematics college entrance examination is called "subsection scoring". The basic strategy of "grading by sections" for candidates is: try not to lose points on the topics that can be done, and add as many points as possible on some topics that can be understood. If you don't pay attention to accurate expression and standardized writing, you will often be deducted by sections. Teachers who have experience in marking papers tell us that when solving solid geometry problems, vector methods are often used to deal with fewer points.

Generally speaking, the scoring principle of marking answers is: the first question is wrong or not done, and the second question is right, then the second question will be given full marks; If the former error causes the latter method to be used correctly but the result is wrong, the latter one will be given half a point.

Problem solving strategy:

(1) Common scoring factors:

(1) lacks a correct understanding of the meaning of the question, so do it slowly and quickly;

2 formulas are not easy to remember, so you must be familiar with formulas, theorems and properties before the exam;

3 thinking is not rigorous, don't ignore the error-prone points;

(4) The steps of solving problems are not standardized, so we must follow the requirements of the textbook, otherwise we will lose points because the answers are not standardized, and avoid the situation of "right and incomplete" in solving probability problems. To give a proper written explanation, we should not just list a few formulas or simple conclusions. Non-intellectual factors such as nonstandard expression and scrawled handwriting will affect the marking teacher's "emotional score";

⑤ Poor computing ability leads to many points lost, so we must not let go of what we can do, and we must not blindly seek quick results. For example, the conic curve problem in plane analysis requires strong calculation ability;

If you give up the test questions easily, the problem will not be solved, but can be broken down into small problems and solved step by step. For example, if you can at least translate written language into symbolic language, set the unknowns of application problems, set the coordinates of moving points of the trajectory, and so on. You can all get points. Perhaps with the listing of these small steps, we can realize the inspiration of solving problems.

(2) What is "subsection scoring":

For the same topic, some people have a deep understanding, while others have a shallow understanding; Some people solve more, while others solve less. In order to distinguish this situation, the college entrance examination scoring method is to give as many points as you know. We call this method "grading by stages" or "scoring by stepping on points"-if you step on knowledge points, you will get points, and if you step on more points, you will get more points. The basic spirit of "grading by sections" is that the topics that can be done strive for less points, and the topics that are partially understood strive for more points.

For the questions that can be done, it is necessary to solve the long-standing problem of "meeting but not right, right but not complete". Some candidates will do it when they get the questions, but the final answer is wrong-right but not complete. Some candidates' answers are right, but there are logical defects or conceptual errors in the middle, or they lack key steps-right and not complete. Therefore, we should pay special attention to the accurate expression of the topics we can do, think carefully, standardize writing and scientific language, and prevent being deducted by sections. Experience shows that for the questions that candidates can do, the marking teacher pays more attention to finding reasonable components and giving points in stages, so "it is easy to get one or two points for the questions that can't be done, and it is difficult to get full marks for the questions that can be done".

For the vast majority of candidates, it is more important to score from the questions that cannot be taken down. We say that what kind of problem-solving strategy there is, what kind of scoring strategy there is. Writing down the real process of your problem solving is the whole secret of "grading by stages"

1 lack of step solution: I really can't chew when I encounter a difficult problem. A clever solution strategy is to break it down into a series of steps or small problems. Solve some problems first, and solve as many as you can. Write a few steps if you can count them. Failure does not mean failure. Especially those problems with obvious problem-solving level, or programmed methods, can be scored at every step of calculus. Although the final conclusion has not been reached, the score is over half. This is called "taking small points for big problems".

2 Skip the answer: It is common for the problem-solving process to get stuck in a transitional link. At this time, you can admit the intermediate conclusion first, and then push it backwards to see if you can draw a conclusion. If not, it means that this road is wrong and change direction immediately; If you can reach the expected conclusion, come back and concentrate on overcoming this "stuck place". Due to the limitation of examination time, if it is too late to overcome the "stuck place", you can write down the previous one and keep writing "After confirming a certain step, there will be ……". Perhaps, later, the intermediate steps were thought out again. Don't insert it casually at this time, and make it up later. If there are two problems in the topic, and you can't think of the first one, you can call the first one "known" and do the second one first, which is also a leap-forward solution.

③ Inverse solution: "Retreat for progress" is an important problem-solving strategy. If you can't solve the problem, then you can go from general to specific, from abstract to concrete, from complex to simple, from whole to part, from strong conclusion to weak conclusion. In short, retreat to a problem that you can solve. In order to avoid the misunderstanding of "generalizing", we should come straight to the point and write "There are several situations in this question". In this way, it will also provide meaningful inspiration for finding correct and universal solutions.

(4) Auxiliary solution: A complete solution to a topic, including both major substantive steps and minor auxiliary steps. It is wise to find the auxiliary steps before finding the substantive steps. Such as: drawing accurately, translating the conditions in the topic into mathematical expressions, setting the unknowns of application questions, etc. On the answer sheet, we should be slow and steady, well documented, step by step, strive for a success and improve the success rate. After the test questions are finished, carefully check whether there are empty questions, whether the answer sheet is accurate, whether the letters written are consistent with the graphics in the questions, and whether the format is standardized. In particular, it is necessary to check whether the letters and symbols are copied incorrectly and hand in the papers only after they are confirmed to be correct.

(3) Different abilities and requirements:

Because of the different levels of candidates, facing the same math paper, we should try our best to play our own level and have different examination strategies. For candidates with poor foundation and taking the second category of undergraduate as the highest goal, it is necessary to "win by stability"-this kind of candidates, in addition to their own knowledge defects, "meeting but not right, right but not complete" is the achilles heel of this kind of candidates. The main reasons for losing points are examination and calculation errors. When you take an exam, you should overcome your impatience. If you find that you can't do it, give up as soon as possible and spend your time checking the questions you have done, or go back to the questions you haven't done before. Remember, as long as you do all the right questions, you are the most successful person! For students who have two books and one part, it is necessary to "win by accuracy"-a solid foundation, but they will also make low-level mistakes. Therefore, they should be accurate in the exam (referring to the questions they can do), except for the third question of the last two questions, most of which are within the "firepower range". However, you may encounter a "roadblock" ahead. You should dare to give up, do what you can, and then come back to "fight the tiger". For the examination of the preferred prestigious school, we should "win with innovation"-the main direction of these candidates is the ability-based test questions. On the premise of doing regular test questions quickly and correctly, concentrate on doing ability-based test questions well. These test questions often have high thinking intensity and high operational requirements, and new ideas and methods are needed to solve problems, so we should grasp them flexibly and make the best use of the situation. Don't panic if you encounter an embarrassing exam. Maybe the exam is difficult, so is everyone. At this time, it is the best policy to keep the questions that can be done without losing points.

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