The purpose of the first round of review is to "pass three levels":
(1) passing memory passing. We must remember all the formulas, theorems, etc. Without accurate memory, it is impossible to have a good result. Students are required to remember all formulas and theorems, especially the square difference formula, the complete sum and difference formula of squares, and there is no accurate memory. I ask students to spend 5- 15 minutes to complete this requirement before class, and I will focus on some contents.
(2) Through basic methods. For example, using the undetermined coefficient method to find the resolution function, and simplifying equations, inequalities, algebraic expressions and other basic calculations require everyone to operate skillfully and accurately, and this part must not be lost.
(3) basic skills. For example, if you are given a problem and you find a solution to it, that is, you know how to use it, then you have the skills to understand it. Be sure to know the test center of each question. Basic purpose: Systematize knowledge and practice topics.
2. Specific requirements and practices:
(1) Read the syllabus carefully and find out every concept, formula, law, property, axiom and theorem in the textbook. Attach importance to the basic role and demonstration role of teaching materials. Grasp the accuracy of basic concepts; Master the proficiency and preliminary application of formulas and theorems; Master the basic skills of positive, negative, change, continuity and clever use; Can accurately understand the concepts in textbooks; Can independently prove the theorem in the book; Can skillfully answer the examples in the book; Be able to say the assignment type of each unit in the book; Be able to master the basic mathematical ideas and methods in the book, so that the basic knowledge can be systematized, the basic methods can be typed, and the problem-solving steps can be standardized.
(2) Grasp the basic questions and learn to evolve the basic questions, such as changing the conditions of the questions appropriately and changing the methods of asking questions.
(3) The mathematical methods appearing in junior high school mathematics textbooks are: method of substitution, collocation method, image method, analytical method, undetermined coefficient method, analytical method, synthesis method, analytical synthesis method, reduction to absurdity method and drawing method. These methods should be used flexibly according to needs. Therefore, in the review, we should train at different levels to avoid unnecessary loss of points, thus forming a clear knowledge network and a stable knowledge framework. Learning curriculum standards (pay special attention to the operable language in the curriculum standards and make specific definitions of "understanding", "understanding" and "flexible use") are based on teaching materials, without expanding the scope and raising the requirements. According to the content of the textbook, the related concepts, formulas, rules, theorems, basic operations, basic reasoning, basic drawing, basic skills and basic methods are formed into a reasonable knowledge network structure, which is embodied through the network structure. The vague concept should be clear; The scattered content should be integrated; We should deepen our understanding, pay attention to the training of basic knowledge and skills, and pay attention to the mathematical essence contained in "double basics" and its rational application in specific situations.
(4) prevent mistakes. Collect all the mistakes that students may make, make an error prevention table, and then design these wrong questions in exercises and simulation questions, so that students can learn lessons and reflect on them in problem-solving practice.