To learn mathematics well, senior high school students must solve two problems: one is to understand the problem; The second is the method. Some students think that learning to teach well is to cope with the senior high school entrance examination, because mathematics accounts for a large proportion; Some students think that learning mathematics well is to lay a good foundation for further study of related majors. These understandings are reasonable, but not comprehensive enough. In fact, the more important purpose of learning and teaching is to accept the influence of mathematical thought and spirit and improve their own thinking quality and scientific literacy. If so, they will benefit for life. A leader once told me that the work report drafted by his liberal arts secretary was not satisfactory, because it was flashy and lacked logic, so he had to write it himself. It can be seen that even if you are engaged in secretarial work in the future, you must have strong scientific thinking ability, and learning mathematics is the best thinking gymnastics. Some senior one students feel that they have just graduated from junior high school, and there are still three years before their next graduation. They can breathe a sigh of relief first, and it is not too late to wait until they are in senior two and senior three. They even regard it as a "successful" experience to "relax first and then tighten" in primary and junior high schools. As we all know, first of all, at present, the teaching arrangement of senior high school mathematics is to finish three years' courses in two years, and the senior three is engaged in general review, so the teaching progress is very tight; Second, the most important and difficult content of high school mathematics (such as function and algebra) is in Grade One. Once these contents are not learned well, it will be difficult for the whole high school mathematics to learn well. Therefore, we must pay close attention to it at the beginning, even if we are slightly relaxed subconsciously, it will weaken our learning perseverance and affect the learning effect. As for the emphasis on learning methods, each student can choose a suitable learning method according to his own foundation, study habits and intellectual characteristics. Here, I mainly put forward some points according to the characteristics of the textbook for your reference. L, pay attention to the understanding of mathematical concepts. The biggest difference between high school mathematics and junior high school mathematics is that there are many concepts and abstractions, and the "taste" of learning is very different from the past. The method of solving problems usually comes from the concept itself. When learning a concept, it is not enough to know its literal meaning, but also to understand its hidden deep meaning and master various equivalent expressions. For example, why the images of functions y=f(x) and y=f- 1(x) are symmetrical about the straight line y = x, but the images of y=f(x) and x=f- 1(y) are the same; Another example is why when f (x-l) = f (1-x), the image of function y=f(x) is symmetrical about y axis, while the images of y = f (x-l) and y = f (1-x) are symmetrical about the straight line x = 1. 2' Learning solid geometry requires good spatial imagination, and there are two ways to cultivate spatial imagination: one is to draw pictures frequently; Second, the self-made model is helpful for imagination. For example, the model with four right-angled triangular pyramids is much more seen and thought than the exercises. But in the end, it is necessary to reach the realm that can be imagined without relying on the model. 3. When learning analytic geometry, don't treat it as algebra, just don't draw it. The correct way is to calculate while drawing, and try to calculate in drawing. On the basis of personal study, it is also a good learning method to invite several students of the same level to discuss together, which can often solve problems more thoroughly and benefit everyone. Chinese depends on your usual accumulation. How to learn physics well-If you want to learn physics well, you should be interested and depend on yourself. However, with the new textbook, I know nothing about physics. Where can I talk about my interests? Indeed, there is no interest without understanding. In fact, when I first came into contact with physics, there was no need to delve into how to learn physics well. What sounds reasonable actually doesn't work. Everything is difficult at the beginning, and a good beginning is half the battle. For beginners, how to learn physics well can be transformed into what beginners should pay attention to when learning physics. In short, pay attention to two changes. First, we should change our thinking habits. Different disciplines have different characteristics and different logical systems. Therefore, when studying physics, we should change our original thinking habits, pay attention to thinking and judging according to the laws and requirements of physics, and don't take it for granted or follow our feelings. Otherwise, we can't get out of the quagmire of doubt. For example, it is necessary to measure the diameter of a piece of metal wire. The specific method is to wrap this metal wire tightly around a round pencil, and set the number n of turns on the pencil to 30 turns. The total "width" of the 30-turn coil is measured as 1 70.0 mm with millimeter scale, and finally the diameter d of the wire is calculated. Some students in my class have written this formula: d = 1/n = 70. 0 mm /30 = 2. 33 mm. The teacher said the result was wrong, and the correct result should be 2. Three millimeters. Some students are puzzled and take it for granted that the more digits after the decimal point, the better. The results can not be divorced from the most basic experimental facts, because the measuring tool is millimeter scale, so the conclusion is only allowed to appear after millimeter. If there are two digits after the millimeter position, the measuring tool is accurate to the meter position, but in fact the millimeter scale can only be accurate to the millimeter position. The second is to change the learning method. Different learning contents and goals will lead to different methods. Physics is a science based on observation and experiment, which is different from previous speculative knowledge. So pay more attention to observation, do experiments seriously, and remember one sentence: wisdom is in our hands. Of course, when it comes to changing learning methods, beginners of physics are inevitably somewhat abstract. Everything has a process. If you want to find a good way to learn physics, you can't rush into it. The effective steps are: first, you should seriously study and master the methods introduced by the physics teacher, and then you should summarize and explore your effective methods through a period of study. -How to learn high school chemistry well? Chemistry is a fascinating subject. However, because high school chemistry is complicated, difficult and chaotic, many students find it difficult to learn it. So how can we learn high school chemistry well? First of all, listen carefully and take notes. Good notes are the enrichment, supplement and deepening of textbook knowledge, and the display and refinement of thinking process. Because there are many, fragmentary and scattered knowledge points in chemistry, in addition to listening carefully and thinking actively in class, on the basis of understanding, we should also write down the key points, difficult knowledge, ideas and difficulties that the teacher said in our own language for future review. Second, review in time. Review is not only a simple review of knowledge, but also a reflection on the relationship between old and new knowledge in one's brain, and a new knowledge system is formed by reorganization. Therefore, after class, we should review the contents of lectures in time, sort out and summarize the knowledge well, so as to make the knowledge comprehensive and avoid the phenomenon of learning more and more disorderly. For example, after learning the bleachability of SO2, compare it with the bleachability of chlorine water to find out the difference between them. Third, learn to remember skillfully because there are many chemical knowledge points to remember, and it is difficult to memorize them by rote, so learn to remember skillfully. The commonly used memory methods in chemistry are: comparison method (often used for knowledge that is easily confused and interfered with each other. Such as isotopes, allotropes, allotropes and isomers, can be compared to deepen understanding and firm memory. ), induction, rhyming memory, understanding memory, experimental memory. Fourth, diligent practice is an important way to understand, digest and consolidate classroom knowledge. However, the practice should be targeted, not engaging in sea tactics, and aiming at mastering basic methods and solving problems. In the process of solving problems, we should pay attention to multiple solutions to one problem and summarize them to achieve the effect of doing one problem to the end. For example, the commonly used technical methods in chemical calculation include: conservation method, relationship method, extreme value method, average value method, estimation method, difference method and so on. Fifth, the purpose of preparing the "wrong question book" is to cultivate the ability and find out the effective ways of your own weaknesses and deficiencies. Therefore, mistakes that usually occur should be corrected and recorded. When recording, you should analyze the causes of the mistakes and the correct ideas for solving them in detail, instead of simply writing an answer. At the same time, review frequently, so as to avoid similar mistakes in the future. 6. Paying attention to chemical experiments Chemical experiments can not only cultivate students' observation ability, thinking ability and hands-on ability, but also deepen students' knowledge and understanding of related knowledge, so we must pay attention to chemical experiments. When doing experiments at ordinary times, we should ask more why, think about how to do it, why to do it and what to do, so as to achieve the goal of "knowing why, knowing why". In addition, to learn chemistry well, we should pay more attention to social hot issues and life problems related to chemistry, and be good at combining book knowledge with practice. In short, as long as the learning method is correct, I believe students will learn chemistry easily. References:

Chemistry Learning Website-How to Learn Biology in Senior High School 1. Establishing a correct biological viewpoint is one of the important goals of learning biology, and a correct biological viewpoint is a powerful weapon for learning and studying biology. With a correct biological point of view, we can learn biological knowledge faster and more accurately. Therefore, in the study of biology, we should pay attention to the materiality of life, the unity of structure and function, the integrity of life, the unity of opposites of life activities, biological evolution and ecology. 1. Materiality of life: living things are made of matter, and all life activities have their material basis. All living things are composed of dozens of chemical elements such as carbon, hydrogen, oxygen, nitrogen, sulfur, phosphorus, calcium, iron and copper. And these dozens of chemical elements can be found in inorganic nature. Organisms can complete all kinds of life activities, and all life activities are realized through certain living substances. Without living matter, there is no life activity. 2. The view that structure and function are unified includes two meanings: first, a certain structure must have corresponding functions; Second, any function needs a certain structure to complete. For example, the epidermis of leaves is colorless and transparent, the epidermal cells are closely arranged, and the outer cell wall has a transparent stratum corneum. The existence of this structure of epidermis is not only beneficial to the penetration of sunlight, but also can prevent the excessive loss of water in leaves and protect the inside of leaves from external damage; The penetration of sunlight, the prevention of water loss and the protection of tissues in leaves need a certain structure, which is the epidermis. 3. There is an important idea in the holistic system theory of biology, that is, the whole is greater than the sum of its parts, and this idea is also fully applicable to the field of biology. No matter at cell level, tissue level, organ level, or individual level, even including population level and community level, it embodies the overall characteristics. For example, cell membrane, mitochondria, endoplasmic reticulum, ribosome, Golgi apparatus, centrosome, plastid, vacuole and other organelles all have their unique functions, but only by forming a whole-a cell, can the metabolic function be completed. If they leave the whole cell, a single organelle cannot complete its function. 4. The viewpoint of unity of opposites of life activities There are certain relationships among many life activities of organisms, and some even have the relationship of unity of opposites. For example, photosynthesis and respiration of plants are a pair of life activities of unity of opposites. The essence of photosynthesis is to synthesize organic matter and store energy; The essence of breathing is to decompose organic matter and release energy. Obviously, the two are opposites. Organic matter decomposed by respiration is the product of photosynthesis. It can be said that without photosynthesis, respiration cannot be carried out. On the other hand, in the process of photosynthesis, the energy needed for the transportation of raw materials and products is also released through respiration. Without respiration, photosynthesis cannot be carried out. Therefore, respiration and photosynthesis are interrelated and interdependent. Only when photosynthesis and respiration coexist can the life activities of plants be carried out normally. 5. The dialectics of biological evolution holds that everything is in constant movement and change, and everything has a process of emergence, development and extinction. Biology is no exception, and there is also a process of emergence and development. The so-called production is the origin of life, and the so-called development is the evolution of organisms. The origin of life has gone through the process from inorganic small molecular substances to organic small molecular substances, to organic high molecular substances, to the formation of multi-molecular systems, and finally to primitive life. The evolution of organisms follows the laws from simple to complex, from aquatic to terrestrial, and from low to high. 6. The basic content of ecological view is that biology and environment are interactive, interdependent and mutually restrictive. Biology and environment are an inseparable and unified whole. Environmental problems arise from the development of human society, and the contradiction between human beings and the environment is constantly changing and endless. Human beings must rely on the progress of science and technology and the development of education, gradually update the concept of population, improve the quality of population, rationally develop resources, use resources efficiently, protect ecology, manage the environment, and take a new road of survival and development. 2. Mastering scientific learning methods is the key to learning success. To achieve the ideal learning effect, we must master scientific and efficient learning methods. Learning methods closely related to learning biology include observation, taking notes, thinking and memory. 1. The learning process of observation is essentially a cognitive process. The cognitive process begins with perceptual knowledge, which is mainly obtained through observation, so observation is the primary learning method. Observation methods mainly include sequential observation, comparative observation, dynamic observation and observation while thinking. (1) sequential observation sequential observation has two meanings. Generally speaking, the observation method is to use the naked eye first, then the magnifying glass, and finally the microscope. Microscopic observation is also low power first, then high power. For example, observing the root tip of a plant means observing the young root with naked eyes, distinguishing the four parts of the root tip according to color and transparency, then observing the root hair of the root tip with a magnifying glass, and finally observing the longitudinal section of the root tip with a microscope to understand the cell characteristics of each area of the root tip. Generally speaking, from the observation direction, the whole is first followed by the part, from outside to inside, from left to right and so on. For example, to observe a flower, we should first observe the shape and color of the flower as a whole, and then observe the flower, corolla, stamen and pistil in turn from outside to inside. (2) Comparative observation Comparative observation is conducive to quickly grasping the * * * and personality of things, so as to grasp the essence of things. For example, to observe the structure of mitochondria and chloroplasts, we must first seek common ground while reserving differences: they all have double-layer membranes, which contain granules, matrix, enzymes, a small amount of DNA and RNA. Then seek differences from the same: the mitochondrial inner membrane folds into a cell, while the chloroplast inner membrane does not fold inward; Mitochondria have enzymes related to respiration, which are distributed in intima, granules and matrix. However, there are enzymes related to photosynthesis in chloroplasts, which are distributed in grana layer and matrix. Chlorophyll exists in chloroplasts, but not in mitochondria. (3) Dynamic observation The observation of living habits, growth process and reproductive development of organisms belongs to dynamic observation. The key to dynamic observation is to grasp the development and change of the observed object. For example, observing the growth of roots, in the process of continuous culture after drawing equidistant ink lines on young roots, the key point is to observe the change of the distance between each ink line, so as to draw the conclusion that roots grow by the apex. (4) Thinking while observing is the basis of thinking, and thinking can promote the in-depth observation, and the two are inseparable. Therefore, we should observe with questions, while thinking and observing. For example, when observing the structure of leaves with a microscope, we should observe and think about the following questions: ① What is the color and arrangement of epidermal cells? ② What are the differences between cells near the upper epidermis and cells near the lower epidermis in shape, arrangement and the number of green particles in mesophyll? ③ What color and shape are venous cells? How are these cells arranged? 2. The method of taking notes Mr. Lu Xun said: "In any case, as long as you continue to collect information and accumulate it for ten years, you can always become a scholar." Summarizing the experience of many scholars at home and abroad, it can be said that taking notes is a way to become a talent. There are many ways to take notes. In biology learning, there are mainly three kinds: reading notes, listening notes and observation notes. (1) Reading Notes If you want to store, extract and use what you have learned for a long time, you should take reading notes at any time when you are reading. There are mainly the following kinds of reading notes. (1) Copying notes is divided into full copying and excerpting. When making such notes, you should pay attention to proofreading after copying to avoid mistakes, and then indicate the source for future reference. (2) Card comments, the content of the card is not limited, and varies from person to person, but generally it should have information category, number, source, author's name, text and other contents. It should be noted that each card should write a content, which should be classified and filed in time or bound into a book. 3 comment notes, that is, in the margin of the page, write down your personal views and experiences on the original text. (4) Symbol notes, that is, symbols are marked between the original texts to deepen the understanding of the original texts. Common symbols are black dot, circle, straight line, curve, double line, dotted line, arrow, box, triangle, exclamation mark, question mark and so on. Two points should be paid attention to when taking notes on symbols: First, the meaning of symbols must be clear and consistent; Second, symbols should not be too dense, otherwise it is difficult to highlight the key points. (5) Summarize notes, that is, summarize and write the key contents of a book or an article in your own language. (2) Lecture notes are notes of listening to reports, lectures and lectures. The prominent contradiction in taking such notes is that the speed of taking notes can't keep up with the speed of speaking. Therefore, it is necessary to do "three notes and three no notes", that is, the key issues and difficulties are not recorded in the book; Small problems, understandable points, some of which are not remembered in the book. (3) Observation notes are records made when observing biological forms and life phenomena in and out of biology classes. When making such notes, we should pay attention to details, contrast, process changes and grasp the characteristics. 3. Thinking method Thinking ability is the core of various abilities, and thinking method is the key to thinking ability, so thinking method occupies a core position in learning methods. The common thinking methods in biology learning include analysis and synthesis, comparison and classification, systematization and concretization, abstraction and generalization. (1) The method of analysis and synthesis is the way of thinking that a whole knowledge is decomposed into various parts for investigation, and synthesis is the way of thinking that all parts of knowledge are combined into a whole for investigation. Analysis and synthesis are important methods often used in biology learning, and they are closely related and inseparable. If the analysis is not comprehensive, you will only see the trees but not the forest; If we only make a comprehensive analysis, we will see the trees but not the forest. In practical application, we can analyze first and then synthesize, analyze first and then analyze, and synthesize while analyzing. (2) Comparative classification is to compare related knowledge to determine their similarities and differences. Comparison generally follows two ways: one is to find out the similarities between knowledge, that is, to seek common ground in differences; The second is to find out the differences on the basis of finding out the similarities of things, that is, to seek differences from the same. Classification is a way of thinking that classifies knowledge according to certain standards. There are two kinds of classification methods commonly used in biology learning: one is scientific classification method, that is, from a scientific point of view, according to the essential characteristics of biology; The second is practical classification, that is, from a practical point of view, according to the non-essential attributes of organisms to classify. Comparison and classification are prerequisites. On the one hand, only by comparing and understanding the similarities and differences of organisms can we classify them. On the other hand, only by classifying organisms can we compare them. Therefore, we should organically combine the two in the process of biology learning. (3) Systematization and concretization methods Systematization is a way of thinking that puts all kinds of related knowledge in a certain order or systematization. Systematization is not only the classification of knowledge, but also the systematic arrangement of knowledge, forming a relatively complete system. In the process of biology learning, we often use the methods of writing an outline, listing solutions and drawing charts to systematically sort out what we have learned. Concretization is a way of thinking that applies theoretical knowledge to specific and individual occasions. In biology learning, there are two ways to apply concretization: one is to apply what you have learned to life and production practice, and to analyze and explain some life phenomena; The second is to illustrate the theoretical knowledge of biology with some concrete examples in life. (4) Abstract Generalization Abstract is a way of thinking to extract the non-essential or essential attributes of knowledge. Abstraction can have two levels of abstraction: one is the abstraction of non-essential attributes; The second is the abstraction of essential attributes. Generalization is a way of thinking that links the non-essential attributes or essential attributes of related knowledge. It also has two levels: one is the generalization of non-essential attributes, which is called perceptual generalization; The other is the generalization of essential attributes, which is called rational generalization. Abstraction and generalization are also prerequisites and complement each other. In the process of learning, we should consciously generalize abstractly, so as to achieve a correct and in-depth grasp of knowledge. 4. Memory method Memory is the foundation of learning, the storehouse of knowledge, the companion of thinking and the premise of creation. Therefore, according to the characteristics of different knowledge, with appropriate memory methods, learning efficiency and quality can be effectively improved. There are many ways to remember. Here are only the most commonly used ones in biology learning. (1) Simplified memorization is to analyze the teaching materials, find out the main points, and simplify knowledge into regular words to help memory. For example, the molecular structure of DNA can be simplified as "5432 1", that is, five basic elements and four basic units, each unit has three basic substances, and many units form two deoxynucleic acid chains, which become a regular double helix structure. (2) Associative memory method is to skillfully use association to help memory according to the content of teaching materials. For example, remember that the composition of plasma can be associated with food in the kitchen, just remember water, eggs, sugar and salt (water is water, eggs are protein, sugar refers to glucose, and salt represents inorganic salts). (3) Contrastive Memory Method In biology learning, many similar nouns are easily confused and difficult to remember. For such content, you can remember it by comparison. Comparative method is to list the relevant nouns, and then compare them from the scope, connotation, extension and even words to find out the differences. This contrast is sharp and easy to remember. For example, assimilation and alienation, aerobic respiration and anaerobic respiration, hormone regulation and nerve regulation, material circulation and energy flow. (4) Outline mnemonics There are many important and complicated contents in biology that are not easy to remember. The core content or key words of these knowledge can be extracted as the outline of knowledge, and grasping the outline is beneficial to the memory of knowledge. For example, the material metabolism of higher animals is very complicated, but there are certain rules to follow. No matter what kind of organic matter is metabolized, it usually goes through five processes: digestion, absorption, transportation, utilization and excretion. These ten words become the outline of memory knowledge. (5) The diffraction memory method takes an important knowledge point as the core, and establishes as many connections as possible with other related knowledge through the divergent process of thinking. This method is mostly used to summarize or review chapter knowledge, and can also be used to link related knowledge scattered in various chapters. For example, taking cells as the core, we can diffract the concept, discovery, theory, type, composition, structure, function and division of cells. Third, pay attention to integrating theory with practice. The theoretical knowledge of biology is closely related to nature, production and life. In biology learning, we should pay attention to combining these realities. The combination of learning and application is not only conducive to a solid grasp of biological knowledge, but also conducive to improving their ability to solve problems. 1. Near the actual natural residence, there will be many animals and plants living in farmland, grassland, Woods, parks, gardens, zoos, courtyards and roadsides. When studying related knowledge, visiting these places is of great benefit to understanding and mastering theoretical knowledge. When learning the knowledge of biology and environment, we should think of protecting local animal and plant resources and protecting the surrounding ecological environment. 2. Many principles in practical biology are closely related to industrial and agricultural production. When learning these principles, we should consider which problems it can help solve in production. Doing so not only helps to master the principle, but also serves the local economic construction. For example, after learning the principle of grafting, a middle school student insisted on practicing after class and quickly improved his skills. One autumn, he and his parents grafted nearly 10,000 peach and pear seedlings, which contributed to the local garden planting industry. 3. The relationship between biological knowledge and real life is more direct and universal, so it is more important to closely connect with real life in biological learning. Life actually includes existing common sense of life and future life behavior. Common sense of life can help us understand biological knowledge, and biological knowledge can also guide our life behavior. (1) Use common sense of life to help us understand some difficult biological theories, which can often be used to help us understand. For example, in the part of the textbook "Physical Health" about body temperature regulation, the textbook says: "The parts of the human body that produce heat include skeletal muscles and internal organs. The heat generated in quiet time mainly comes from internal organs, and the heat generated in strenuous exercise mainly comes from skeletal muscles, accounting for more than 90% of the total heat. The heat generated during strenuous exercise is 10 ~ 15 times higher than that at rest. " In order to better understand these contents, we can contact the common sense of life when watching football matches outdoors in winter. If you watch a football match outdoors in winter, you will feel cold even if you wear cotton-padded clothes for a long time, but those athletes who participate in the competition will still be flushed even if they only wear shorts. This is because the audience is in a quiet state, and only the internal organs produce heat, which produces less heat, so they feel cold; The athletes in the competition are in a state of strenuous exercise, not only the internal organs produce heat, but also the skeletal muscles of the whole body produce a lot of heat, so they look very hot. (2) using biological knowledge to guide life behavior. Biological phenomena and biological principles are closely related to human life. When learning these biological knowledge, it can play a guiding role in life behavior. For example, after learning about bacteria and roundworms, you should consciously wash your hands before and after meals. Do not drink unclean raw water, eat raw fruits and vegetables and wash them. English is mainly about the accumulation of words and the mastery of various tense sentences. I answered carefully. Please add points.

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