How to improve the efficiency and quality of review in just three months is a concern of every graduating math teacher. Paying attention to the guidance of learning methods, establishing a harmonious and democratic classroom and letting students learn to learn mathematics can effectively improve the quality of mathematics review. Combined with the review experience of our last collective preparation group and the actual situation of junior three students in our school, this paper talks about the specific methods and experiences of our last graduating class's general review of mathematics, hoping to provide some reference for the review of mathematics in this graduating class.
First, make a reasonable review plan
A feasible review plan can make the review orderly and avoid randomness and blindness in the review. We divide the math review for the senior high school entrance examination into three rounds.
The first round: review of basic knowledge system.
When reviewing, we should first study the new curriculum standard carefully, find out the context of junior high school mathematics content, and systematically review the basic knowledge. According to the four modules of number and algebra, space and graphics, statistics and probability, practice and comprehensive application, the knowledge points are rearranged for students according to the curriculum standards, namely memorization, understanding and application. Sort out every knowledge point for students. Here we ask students to go through "three customs". At the first level of "memory level", all formulas and theorems should be memorized accurately. Without accurate memory, there can be no good result. ? Second, through basic methods, such as: the basic knowledge of finding quadratic function by undetermined coefficient method; The third is to pass the 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. At this time, say that you have the skills to understand this problem. Basic purposes: systematization of knowledge, specialization of practice and regularity of specialization. At this stage, the teacher should summarize the contents of the book and form a structure. We let students master the learning method by explaining typical examples and exercises. We can draw inferences from others and change conditions, conclusions, graphs, formulas and expressions. We test regularly and give timely feedback. Practice should be targeted, typical and hierarchical, and the amount of practice should not be blindly increased. Check students' homework regularly. In view of the problems in homework, exercises and tests, a combination of centralized teaching and individual counseling is adopted to teach students in accordance with their aptitude and improve the review efficiency in an all-round way.
The second round: special review.
The main purpose of this round of review is to combine the knowledge points and lines of the first round of review into a knowledge network, and pay attention to the connection with reality, so as to cultivate and improve the ability. According to the types of senior high school entrance examination, special review is divided into fill in the blanks, select topics, regular topics, exploratory topics, reading material topics and open topics. When reviewing these topics, we carefully selected some novel and representative questions for special training according to the characteristics of the senior high school entrance examination papers over the years, and collected some materials for special training on the characteristics of the senior high school entrance examination from the following aspects:
① Practical application problems;
(2) Highlighting the chart information problem of scientific and technological development and information resource transformation;
③ Reading comprehension questions reflecting self-study ability test;
④ Graphic change questions and open questions examine students' adaptability;
⑤ Induce conjectures and operational inquiry questions to examine students' thinking ability and innovative consciousness;
⑥ Comprehensive examination questions of geometry algebra, etc.
When reviewing these topics, teachers should guide students to start from all aspects, and classify, analyze and study the test questions according to the above-mentioned topics in recent years, so as to truly grasp the direction and law of their propositions, and then formulate test-taking countermeasures. Initially form test-taking skills and lay a solid foundation for the next step of "intensive training" review.
The third round: set of questions training (simulation exercise).
At this stage, the key point is to check and fill the gaps and improve students' comprehensive problem-solving ability. We train students' problem-solving strategies through comments, strengthen problem-solving guidance, and improve students' ability to take exams. The specific method is: select topics from the examination papers of the senior high school entrance examination in recent one or two years, and write high-quality simulated examination papers that fully conform to the mathematics questions of the senior high school entrance examination and conform to the characteristics and laws of the new curriculum standards and propositions for training. Each exercise requires students to complete independently, and teachers should correct it in time, pay attention to comments, and be good at guiding students to discover laws and problems themselves in explanation, so that students can experience and understand concepts, theorems and laws in active learning. For the problems existing in practice, we should guide students to carry out aftertaste exercises, clean up blind spots, and help students clean up the wrong and error-prone problems before. Ask to study in review? Students should answer questions in strict accordance with the requirements of the senior high school entrance examination, answer questions in a standard format, correct bad habits in the process of answering questions, carefully analyze the mistakes in the test paper, and find out the reasons and solutions for the mistakes. Through the analysis and comparison of the results of each training, we can not only find problems, but also accumulate examination experience and cultivate good psychological quality for the examination.
Second, teach students to master review strategies and improve the review effect.
1, teach students to think. Let students form the good habit of independent thinking, and don't rely too much on classmates and teachers. Never ask your classmates or teachers questions you can't do. You should give yourself enough time to think for yourself. It is easy to forget what the teacher said and discussed with classmates, but it is not easy to forget what you have done, especially the problem of correcting after making mistakes.
2. Select, refine, reflect and improve: When learning mathematics, you must do a certain amount of exercises and pursue the quality of doing them. We should select the best products and stress the effect. Tactics about ocean questioning are not necessary, but certain training is essential. According to the requirements of the syllabus, the difficulty distribution of math problems is still 7:2: 1, which means that the basic problems account for nearly 90 points. If the difficulty of the senior high school entrance examination questions increases, but the basic examination will not weaken, students should be warned that solid basic knowledge is the carrier of ability. Let the students calm down and learn the rules by learning and remembering. If you think and understand, you will find, improve and innovate, you will understand the truth, the law and the inspiration.
3. Create a memo: ask students to prepare a notebook for themselves to record some typical problems, difficult problems, problems that are easy to make mistakes and forget, and problems that cannot be solved at any time, so as to solve them in daily study. Constantly reflect on your mistakes and turn weaknesses into strengths and weaknesses into strengths.
4. Pay attention to understand and summarize the mathematical methods and ideas in the topic.
Special attention should be paid to highlighting the examination of mathematical thinking methods in the mathematics examination questions of the senior high school entrance examination. The basic methods commonly used in junior high school mathematics are: matching? Methods, substitution method, undetermined coefficient method, observation method and so on. Mathematical thoughts include: function thought, combination of numbers and shapes, classified discussion thought, reduction thought and so on. In the math review of senior high school entrance examination, teachers should consciously, purposefully and timely infiltrate mathematical thinking methods to cultivate students to effectively use mathematical thinking methods to solve related problems. At the same time, students are required not to focus on solving problems, but to understand and summarize the mathematical methods and ideas in the topics.
5. Teachers should give students the guidance of studying law in time and cultivate students' interest. The teacher should review from the lecture and do exercises (test questions)? Correct test paper, summary, etc. Guide students in learning methods, so that students can do what they can in every link of learning, make rational use of time and give full play to learning efficiency. Make students learn the law, enhance their self-confidence and cultivate their interest, and get twice the result with half the effort.
Third, grasp the mentality and have fun in suffering.
1, encourage students to bear hardships, encourage students who have made progress in their studies, and let them have enough interest in intense review.
2. Grasp the time limit and give students a good learning method.
3. Guidance should have the courage to overcome difficulties and feel the joy of success from doing the right questions.
Please criticize and correct the above mistakes.