Problem background: Because students are most afraid of learning mathematics to do problems, they just can't start. Every topic he gives has a certain function, so your task is to find out the connection between their knowledge points and use it to solve it.
As a teacher, I can quickly see some knowledge points in math problems. Why?
It is precisely because they are well-informed, have a thorough analysis of test sites, have a comprehensive grasp of knowledge points, and have a clear connection between old knowledge points.
As a teacher, we should not only solve problems, but also tell students the connections and differences between these knowledge points. Some problems have many solutions. What is the connection between these solutions? Why can I use it? You need to explain it clearly to the students.
I am a high school math teacher and have been teaching in key high schools for more than ten years. 20 19 college entrance examination, the results in the class are as good as before.
Faced with such a group of students, their foundation is very good, because I took one of the key classes. In every model test in senior three, the average score of mathematics is above 130.
For such a group of students, the knowledge points in books can no longer satisfy them. What I want from them is a new definition that is more innovative and flexible? Live questioning? . The purpose is to train their jump thinking quickly in a limited time. Fully express the ideas and methods to solve the problem.
Thinking analysis is like talking about topics and papers. Every time I meet a problem, I will randomly choose a classmate in the class and let him express his ideas. The result is not important, but the idea is important. I want to know where students make mistakes in doing this kind of problems and correct them.
Grasping the knowledge points in the book, sometimes it is necessary to find solutions to math problems from back to front.
In particular, we often see some big problems, such as conic curves.
The second question often asks you to prove or verify some quantitative relations. So how do I do the last step, find out its quantitative relationship, and when doing this kind of problem, I must learn to push back.
We compare doing math problems to a pyramid model. The top of the pyramid is our result. How to achieve the top, then the intermediate process must be calculated step by step and become a recursive relationship.
Because we know that the relationship between some quantities is not easy to find, especially when it is pushed from the front to the back.
There is a topic called 20 15 derivative of Sichuan science. I asked you to prove an eternal problem. You need to construct an inequality to prove it, but if you go back from the beginning to the end, most people can't construct it at all. But you push from back to front, in the form of this inequality. This will be a very simple construction.
It is impossible to learn mathematics without considering swallowing a fat man at one breath.
If you want to reach this state, you can see a math problem soon, then what you have to do is to strengthen your basic problem training and learn to summarize.