Some candidates do not pay enough attention to the examination of questions, are eager to achieve success, and rush to write, so that they do not fully understand the conditions and requirements of questions. As for how to dig hidden conditions from the problem and stimulate the thinking of solving the problem, it is even more impossible to talk about it, so there are naturally many mistakes in solving the problem. Only by patiently and carefully examining the questions and accurately grasping the key words and quantities in the questions (such as "at least", "a0" and the range of independent variables, etc.). ), and get as much information as possible, in order to quickly find the right direction to solve the problem.

Second, the relationship between "doing" and "scoring"

To turn your problem-solving strategy into a fractional point, it is mainly expressed in accurate and complete mathematical language, which is often ignored by some candidates. Therefore, there are a lot of "yes but no" and "yes but incomplete" situations on the test paper, and the candidates' own evaluation scores are far from the actual scores. For example, many people lost more than 1/3 points because of "jumping questions" in solid geometry argument, and "substituting proof with pictures" in algebraic argument scored poorly because it was not good at accurately transforming "graphic language" into "written language". Another example is the image transformation of trigonometric function in 17 last year. Many candidates are "confident" but not clear, and the points deducted are not a few points. Only by paying attention to the language expression of the problem-solving process can we grade the "can do" questions.

Third, the relationship between fast and accurate.

The word "quasi" is particularly important in the current situation of large amount of questions and tight time. Only "accuracy" can score, and only "accuracy" can save you the time of examination, while "quickness" is the result of usual training, not a problem that can be solved in the examination room. If you are quick, you will only make mistakes in the end. For example, in last year's application problem No.21,it was not difficult to list piecewise analytic functions, but quite a few candidates miscalculated quadratic functions or even linear functions in a hurry. Although the following part of the problem-solving idea is correct and takes time to calculate, there is almost no score, which is inconsistent with the actual level of candidates. Slow down and be more accurate, and you can get a little more points; On the contrary, if you hurry up and make mistakes, you will not get points if you spend time.

Fourth, the relationship between difficult questions and easy questions.

After you get the test paper, you should read the whole volume. Generally speaking, you should answer in the order from easy to difficult, from simple to complex. The order of examination questions in recent years is not entirely the order of difficulty. For example, it was more difficult to manage 19 than to manage 20 and 2 1 last year. Therefore, we should arrange the time reasonably when answering questions, and don't fight a "protracted war" on a stuck problem, which will take time and won't get points, and the questions we can do will also be delayed. In recent years, mathematics test questions have changed from "one question to many questions", so the answers to the questions have set clear "steps". Wide entrance, easy to start, but difficult to go deep and finally solve. Therefore, seemingly easy questions will also have the level of "biting hands", and seemingly difficult questions will also be divided. So don't take the "easy" questions lightly in the exam, and don't be timid when you see the "difficult" questions of new faces. Think calmly and analyze carefully, and you will get the due score.

In the finale

For the math paper of the senior high school entrance examination, the last question is what candidates are most afraid of. They think it must be very difficult and dare not touch it. In fact, it is not difficult to analyze the finale of the senior high school entrance examination. Only in this way can we reduce the psychological pressure of being the "finale" and find ways to deal with it.

There is a consensus on the difficulty of the finale

The final exam questions over the years generally consist of three small questions. (1) questions are easy to use, and the scoring rate is above 0.8; Question (2) is slightly more difficult and generally belongs to the conventional question type, with a scoring rate of 0.6-0.7. Question (3) is difficult and requires high ability, but the scoring rate is mostly between 0.3 and 0.4. In the past ten years, the scoring rate of the final item is below 0.3, which only happens occasionally, but once it happens, it will attract the attention of all parties. Controlling the difficulty of the finale has become the knowledge of each proposition group. "Low starting point, slow slope and slightly warped tail" has become a major feature of Shanghai mathematics test paper design. In the past, most of the finale questions of Shanghai papers were impartial and eccentric, and the scoring rate was stable between 0.5 and 0.6, that is, the average score of candidates was 7 and 8. This shows that the finale is not terrible.

Never rely on questions of guessing and betting.

The finale problem is generally a comprehensive problem of algebra and geometry. For many years, the synthesis of functions and geometric figures is the main way, using the knowledge of triangles, quadrilaterals, similar shapes and circles. It is wrong to think that this is the only way to build a grand finale. The geometric problem of equation and graph synthesis is also a common synthesis method. For example, the 25th (3) question in last year's senior high school entrance examination listed algebraic equations to be solved according to the known geometric conditions, and there are many examples of this kind of question in the senior high school entrance examination papers of other provinces and cities in recent years. There is a new type of dynamic geometry problem, such as the finale in Beijing last year. In the process of graphic transformation, we explore some invariable factors in graphics, which combine operation, observation, exploration, calculation and proof. In this kind of dynamic geometric problems, the acute triangle ratio, as a tool of geometric calculation, may play an important role in the finale. In short, there are many comprehensive ways of the finale. Don't always stare at a certain way. Never rely on guessing or betting to deal with the ending.

Analyze the structure and clarify the relationship.

It is very important to pay attention to its logical structure and make clear whether the relationship between its sub-problems is "parallel" or "progressive" when decompressing axial questions. For example, the three small questions (1), (2) and (3) of Question 25 last year are parallel, so you can solve the problem when you know the big question. The conclusion of (1) has nothing to do with the solution of (2) and the conclusion of (2) has nothing to do with the solution of (3). The whole big problem is assembled from these three small problems. Another example is Question 25 in 2007, in which (1) and (2) are "progressive relations", the conclusion of (1) is proved by the known conditions of the big question, and the conclusion of (1) is one of the necessary conditions for solving (2) besides being known. However, (3) and (1) and (2) are "parallel relations". In (1), the moving point p is on the ray an, and (3) it is known that the moving point p is on the ray an. It may not only be on the ray an, but also on the reverse extension line of an, or coincide with point a, so it is necessary to "discuss by classification" If you take the conclusions of (1) and (2) as the conditional solution (3), you will fall into a "trap" and cannot extricate yourself.

Coping strategies must be mastered.

Students' fear of "finale" is probably related to "sea of people tactics". It is harmful to blindly do more difficult problems before the middle school entrance examination. When choosing topics from other provinces and cities' test papers or simulated test papers in previous years, we should pay special attention to whether it is beyond the scope of this year's senior high school entrance examination. The relevant departments have made it clear that the teaching content of Extended II does not belong to the scope of this year's senior high school entrance examination, such as "the relationship between roots and coefficients of a quadratic equation of one variable" in algebra, "the analytical expressions for finding two roots and two vertices of a quadratic function", "the application of quadratic function" and so on, "the determination and nature of the tangent of a circle" and "the nature and determination of a four-point circle" in geometry. In order to cope with the last question in the senior high school entrance examination, teachers can choose 10 or 20 questions for students according to the actual situation, but it is not necessary to be the same. For some students, they can only be asked to do (1) or (2) questions. Blindly pursuing "new" and "difficult", ignoring the foundation, and spending a lot of review time to deal with the finale problem that only accounts for 10% of the whole volume, the result is bound to be not worth the candle. Facts have proved that quite a few students lost points in the finale, not because they didn't have the idea of solving problems, but because they made mistakes in very basic concepts and simple calculations, or because they lost points in "examining questions". Therefore, in the final review stage, we should still spend our energy on laying a solid foundation and summarizing. Teachers should help students clear their minds, master methods and guide students to use knowledge flexibly. Experienced teachers often break down the final question into several "small comprehensive questions" for cutting and combining, or upgrade some difficult "fill-in-the-blank questions" in other provinces and cities to "short answers" and change "familiar questions" into "unfamiliar questions" for students to practice. Although it takes less time, it can achieve better results. In my opinion, the ability to solve comprehensive problems depends not on day-to-day "pulling out the seedlings to encourage them", but on accumulated cultivation and training. In the general review stage, for most students, giving up some difficult big questions and doing more intermediate variant questions and small questions can benefit them.