Junior high school, especially junior high school, can obviously improve your grades through a lot of practice. This is because junior high school mathematics knowledge is relatively simple and easy to master. Through repeated practice, you can improve your proficiency and grades. Even so, your understanding of some problems is not deep enough, or even unknown. For example, junior high school asked |a|=2, and few people made mistakes in the senior high school entrance examination. However, after entering high school, the teacher asked, if | A | = 2 and A < 0, what is A? Even the students in some key schools answered without thinking: a=2. Just to illustrate this problem.

Another example is a classmate of Grade One in Beijing No.4 Middle School. After the mid-term exam of Grade One last semester, he protested to the teacher that "you usually don't have much homework and exams, so I won't study", which also shows the importance of ideological change.

Mathematics in senior high school is theoretical and abstract, so it needs to work hard, think more and learn more.

Second, improving the efficiency of class is the key.

During students' study, the time in class accounts for a large part. So the efficiency of class determines the basic situation of learning. To improve the efficiency of lectures, we should pay attention to the following aspects:

1, preview before class can improve the pertinence of listening.

The difficulty found in the preview is the focus of the lecture; You can make up the old knowledge that you don't have a good grasp in the preview to reduce the difficulties in the class; It is helpful to improve your thinking ability. After previewing, comparing and analyzing what you understand with what the teacher explains can improve your thinking level. Preview can also cultivate your self-study ability.

2. Science in the process of listening to lectures.

First of all, make material and spiritual preparations before class, and don't leave books and books in class; Don't do too much exercise or read books, play chess, play cards or have a heated debate before class. In order to avoid being out of breath after class, or unable to calm down.

The second is to concentrate on class.

Concentration is to devote yourself to classroom learning, from ear to ear, from eye to heart, from mouth to hand.

Listening: Listen attentively, listen to how the teacher lectures, analyzes and summarizes, and listen to the students' questions and answers to see if they are enlightening.

Eye-catching: read textbooks and blackboard writing while listening to the class, watch the teacher's expressions, gestures and demonstrations, and accept the ideas that the teacher wants to express vividly and profoundly.

Heart orientation: think hard, keep up with the teacher's mathematical thinking, and analyze how the teacher grasps the key points and solves problems.

Mouth-to-mouth: Under the guidance of the teacher, take the initiative to answer questions or participate in discussions.

Reach: Draw the key points of the text on the basis of listening, watching, thinking and speaking, and write down the main points of the lecture and your own feelings or opinions with innovative thinking.

If you can achieve the above five goals, your energy will be highly concentrated, and all the important contents learned in class will leave a deep impression on your mind.

Pay special attention to the beginning and end of the teacher's lecture.

At the beginning of a teacher's lecture, it is generally to summarize the main points of the last lesson and point out the content to be talked about in this lesson, which is a link to link old knowledge with new knowledge. Finally, he often summarizes the knowledge in a class, which is very general and is an outline for mastering the knowledge and methods in this section on the basis of understanding.

4. We should carefully grasp the logic of thinking, analyze the thinking and thinking methods of solving problems, and stick to it, and we will certainly be able to draw inferences from others and improve our thinking and problem-solving ability.

In addition, we should pay special attention to the hints in the teacher's lecture.

For some key and difficult points in lectures, teachers often give hints about language, tone and even some actions.

The last point is to take notes. Notes are not records, but simple and concise records of the main points and thinking methods in the above lectures for review, digestion and thinking.

Third, do a good job in reviewing and summarizing.

1, review in time.

On the second day after class, you must do a good job of reviewing that day.

The effective review method is not to read books or notes over and over again, but to review through memories: first, combine books and notes to recall what the teacher said in class, such as the ideas and methods of analyzing problems (you can also write them in a draft book while thinking), and try to think completely. Then open your notes and books, compare and make up what you don't remember clearly, so as to consolidate the content of the class that day, check the effect of the class that day, and put forward necessary improvement measures for improving listening methods and improving listening effect.

2. Do a good unit review.

After learning a unit, you should review it in stages, and the review method is the same as timely review. We should review retrospectively, and then compare it with books and notes to make its content perfect, and then do a good job of unit plate.

3. Make a unit summary.

The unit summary shall include the following parts.

(1) knowledge network (chapter) of this unit;

(2) The basic ideas and methods of this chapter (which should be expressed in the form of typical cases);

(3) Self-experience: In this chapter, you should record the typical problems you made wrong, analyze their causes and correct answers, and record the thinking methods or examples you think are the most valuable in this chapter, as well as the problems you haven't solved, so as to make up for them in the future.

Fourth, about the problem of doing the problem.

Many students pin their hopes of improving their math scores on doing a lot of exercises. I don't think this is appropriate. I think, "Don't judge heroes by how many questions they do." What matters is not that there are many problems, but that the benefits are high. The purpose of doing the problem is to check whether you have mastered the knowledge and methods well. If you don't master it correctly, or even have deviations, the result of doing so many questions is to consolidate your shortcomings. Therefore, we should do a certain amount of exercises on the basis of accurately mastering the basic knowledge and methods. For intermediate questions, we should pay attention to the benefits of doing the questions, that is, how much we have gained after doing the questions. This requires some "reflection" after doing the problem, thinking about the basic knowledge used in this problem, what is the mathematical thinking method, why do you think so, whether there are other ideas and solutions, and whether the analytical methods and solutions of this problem have been used in solving other problems. If you connect them, you will get more. Of course, it is impossible to form skills without a certain amount of practice (homework assigned by the teacher), and it is also impossible.

In addition, whether it is homework or exams, we should put accuracy first and general methods first, instead of blindly pursuing speed or skills, which is also an important issue to learn mathematics well.

Finally, I want to say that "interest" and confidence are the best teachers to learn math well. The "interest" here does not mean studying mathematics and becoming a mathematician in the future, but mainly means not being bored and not becoming a burden. Great motivation comes from great ideals. As long as you understand the importance of learning mathematics, you will have unlimited motivation and gradually become interested in mathematics. With a certain interest, your confidence will be enhanced, and you won't be discouraged because of an unsatisfactory exam result. In the process of constantly summing up experience and lessons, your confidence will continue to increase, and you will increasingly realize that "interest" and confidence are the best teachers in your study.