Guo Duo of Wuyi Middle School in Hebei Province Abstract: There are great differences between high school mathematics and junior high school mathematics. Junior high school mathematics is visual, which is convenient for students to understand and closer to real life. Mathematics in senior high school is abstract, and students often can't fully understand what they have learned, or even go into misunderstanding, which leads to the phenomenon that theorems and formulas are unskilled or wrong. Junior high school mathematics is easy to understand, and students only need to think carefully and understand the meaning. However, many knowledge points in high school are obscure, and students can't understand the meaning of expression; Junior high school mathematics knowledge capacity is relatively small, and students can better master it through three years of systematic study. There are many knowledge points in high school mathematics, and the small knowledge points contained in each chapter are even more complicated, which makes it difficult for students to adapt. Key words: high school mathematics, students, learning rhythm Many students who have just entered high school feel that high school mathematics is rich in content and abstract compared with junior high school mathematics, especially senior one. After entering the school, the first thing I encountered was a theoretical function, plus solid geometry, spatial concept and spatial imagination, which could not be established at once. If the teacher does not "enlighten", it will make it difficult for some students who are good at mathematics in junior high school to adapt quickly. The following are some views and suggestions on how to learn high school mathematics well. First of all, we should change the concept of learning and improve the efficiency of class. It is the key to junior high school, especially the ninth grade. A lot of practice can improve your grades quickly. This is because the content of junior high school mathematics is relatively simple and easy to understand, and repeated practice can improve your grades. The so-called "practice makes perfect" is not deep enough to understand some problems, or even impossible to understand. For example, after the first monthly exam in senior one, a classmate in our school once protested to the teacher, saying, "My junior high school math study is taught by the teacher, so I have to do a lot of exercises on a certain knowledge point. Now you have too little homework, which is a bit irresponsible. " This also shows that math teachers should pay more attention to changing students' ideas immediately. Mathematics in senior high school is theoretical and abstract, so it needs to work hard, think more and learn more. Instead of doing the problem. During students' study, the time in class accounts for a large part. Preview before class can improve the pertinence of lectures. What I don't understand in the preview is the focus of the lecture; You can make up the relevant knowledge that you haven't mastered well in the preview. After the preview, you can compare and analyze what you understand with the teacher's explanation, so as to improve your thinking level and self-study ability. At the same time, it can correct the misunderstanding caused by insufficient understanding in preview. Master the skills in the process of listening to lectures. First of all, we should make good preparations before class to avoid the phenomenon of rummaging through the closet to find textbooks during class; Don't do too much exercise or read books, play chess, play cards or have a heated debate before class. So as not to be restless after class. 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. Pay special attention to the beginning and end of the teacher's lecture: at the beginning of the 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, it is often a summary of the knowledge in a class, which has a strong generality and is an outline for mastering the knowledge and methods in this section on the basis of understanding. In addition, teachers often prompt some important and difficult points in lectures, such as some language, tone and even some actions. Third, do a good job in reviewing and resolving "difficulties". The effective way to reasonably grasp the review exercises is not to read books or notes over and over again, but to review them retrospectively: first, combine books and notes to recall what the teacher said in class, such as the ideas and methods of analyzing problems. Then open your own notes and books, compare and make up the ones you didn't remember clearly, thus consolidating the content of the class that day. After learning a unit, you should review it in stages, and then compare it with books and notes to make its content perfect; Then we should do a good job in the unit part, and make clear the basic concepts, properties, theorems, basic ideas and methods of this unit, especially the steps and methods of solving typical examples; The typical problems that you have made mistakes should be recorded, and the mistakes should be marked with a red pen. You should record the most valuable thinking methods or examples in this chapter, and solve the problems you still don't understand immediately. Many students pin their hopes of improving their math scores on doing a lot of exercises. I don't think this is appropriate. The important thing is not to do more questions, but to do them with higher efficiency. The purpose of doing the problem is to check whether you have mastered the knowledge and methods well, not to see who has done more in the competition. So we should do some exercises on the basis of accurately mastering the basic knowledge and methods. Of course, it is impossible to form skills without a certain amount of practice (homework assigned by the teacher), and it is also impossible. Many students will feel uncomfortable when they enter the new learning environment. They miss their former teachers and their teaching style too much. They think that mathematics is not easy to learn now and are afraid of difficulties. If you have any questions in this respect, you must communicate with the teacher immediately. Tell the teacher the confusion. Of course, teachers should also care about students immediately, detect some signs and enlighten them immediately. Perhaps because of their age, senior high school students don't like to raise their hands to answer questions like junior high school students. I don't think this is a good phenomenon. What if I am embarrassed to answer in class and don't ask any more questions in the future? There will be more and more problems. No, it will be easier to learn if you ask right away. Therefore, it is better to treat the teacher as a "friend" and ask if you should. Third, according to psychological characteristics, cultivating students' interest in mathematics is generally at the age of 16 or 17. Physically, they are in the transition period from adolescence to late adolescence, so psychologically, subtle changes have taken place. Compared with junior high school students, most senior high school students show that the classroom discussion atmosphere is not warm enough, sometimes answering questions by name is not straightforward enough, and their daily communication with teachers is gradually alienated. Even if students get along with each other day and night, they are unwilling to reveal their thoughts. In psychology, the most obvious psychological feature of this early youth is called atresia. The psychological lock-in of senior one students has brought great obstacles to teaching, which is manifested in students' opening but not issuing, calling but not answering in class. At the same time, junior high school students pay more attention to image thinking in the form of thinking, and have higher requirements for students' abstract thinking ability after entering high school. The results of psychological research show that the internal motivation to promote students' learning is learning motivation. Interest is the most realistic and active component in constructing learning motivation. A strong interest in learning will make people's feelings, especially their brains, in the most active state, make them feel clearer, observe more carefully, think more deeply, imagine more, and remember more firmly, so that students can best accept teaching information. The main reason why many students regard mathematics learning as a coolie lies in their lack of interest in mathematics. Therefore, in order to solve the above problems, teachers should pay attention to cultivating and mobilizing students' interest in learning mathematics. By introducing the history and great achievements of mathematics at home and abroad, this paper expounds the application of mathematics in the research of natural science and social science. Especially in industrial and agricultural production, military and life, so as to guide and induce students' interest in mathematics; In the process of classroom teaching, teachers should carry out hierarchical teaching for students of different levels and put forward some novel, interesting and moderately difficult questions. Let students have a strong interest in the problem and actively participate in the speech and discussion. Generally speaking, "interest" and confidence are the best teachers to learn mathematics 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. If you think you can learn math well and actively use your hands and brain to learn math, then you will definitely get satisfactory results.