Remember to adopt it after reading it. Hehe, thank you. If you still need help, add me QQ: 6464673 16. As a teacher, I am happy to help you. Junior high school is the golden age to cultivate mathematical operation ability. The main contents of junior high school algebra are related to operations, such as rational number operation, algebraic operation, factorization, fractional operation, radical operation, solving equations and so on. The poor operation ability of junior high school will directly affect the learning of senior high school mathematics: judging from the current mathematical evaluation, accurate operation is still a very important aspect, and repeated mistakes in operation will undermine students' confidence in learning mathematics. From the perspective of personality quality, students with poor computing ability are often careless, unsophisticated and low-minded, which hinders the further development of mathematical thinking. From the self-analysis of students' test papers, there are not a few questions that will be wrong, and most of them are operational errors, and they are extremely simple small operations, such as 71-kloc-0/9 = 68, (3+3)2=8 1 and so on. Although mistakes are small, they must not be taken lightly, let alone left unchecked. It is one of the effective means to improve students' computing ability to help students carefully analyze the specific reasons for errors in operation. In the face of complex operations, we often pay attention to the following two points: ① emotional stability, clear arithmetic, reasonable process, even speed and accurate results; Have confidence and try to do it right once; Slow down and think carefully before writing; Less mental arithmetic, less skipping rope, and clear draft paper. Second, the basic knowledge of mathematics Understanding and memorizing the basic knowledge of mathematics is the premise of learning mathematics well. ★ What is understanding? According to constructivism, understanding is to explain the meaning of things in your own words. The same mathematical concept exists in different forms in the minds of different students. Therefore, understanding is an individual's active reprocessing process of external or internal information and a creative "labor". The standards of understanding are "accuracy", "simplicity" and "comprehensiveness". "Accuracy" means grasping the essence of things; "Jane" means simple and concise; "All-round" means "seeing both trees and forests", with no emphasis or omission. The understanding of the basic knowledge of mathematics can be divided into two levels: first, the formation process and expression of knowledge; The second is the extension of knowledge and its implied mathematical thinking method and mathematical thinking method. ★ What is memory? Generally speaking, memory is an individual's memory, maintenance and reproduction of his experience, and it is the input, coding, storage and extraction of information. It is an effective memory method to try to recall with the help of keywords or hints. For example, when you see the word "parabola", you will think: What is the definition of parabola? What is the standard equation? How many properties does a parabola have? What are the typical mathematical problems about parabola? You might as well write down your thoughts first, and then consult and compare them, so that you will be more impressed. In addition, in mathematics learning, memory and reasoning should be closely combined. For example, in the chapter of trigonometric function, all formulas are based on the definition and addition theorem of trigonometric function. If we can master the method of deducing the formula while reciting it, we can effectively prevent forgetting. In a word, sorting out the basic knowledge of mathematics in stages and memorizing it on the basis of understanding will greatly promote the learning of mathematics. Third, there is no shortcut to solving math problems. Ensuring the quantity and quality of problems is the only way to learn mathematics well. 1, how to ensure the quantity? (1) Select a tutorial or workbook that is synchronized with the textbook. (2) After finishing all the exercises in a section, correct the answers. Never do a pair of answers, because it will cause thinking interruption and dependence on answers; Easy first, then difficult. When you encounter a problem that you can't do, you must jump over it first, go through all the problems at a steady speed, and solve the problems that you can do first; Don't be impatient and discouraged when there are too many questions you can't answer. In fact, the questions you think are difficult are the same for others, but it takes some time and patience; There are two ways to deal with examples: "do it first, then look at it" and "look at it first, then take the exam". (3) Choose questions with thinking value, communicate with classmates and teachers, and record your own experience in the self-study book. (4) guarantee the practice time of about 1 hour every day. 2. How to ensure the quality? (1) There are not many topics, but they are good. Learn to dissect sparrows. Fully understand the meaning of the question, pay attention to the translation of the whole question, and deepen the understanding of a certain condition in the question; See what basic mathematical knowledge it is related to, and whether there are some new functions or uses? Reproduce the process of thinking activities, analyze the source of ideas and the causes of mistakes, and ask to describe your own problems and feelings in colloquial language, and write whatever comes to mind in order to dig out general mathematical thinking methods and mathematical thinking methods; One question has multiple solutions, one question is changeable and pluralistic. ② Execution: Not only the thinking process but also the solving process should be executed. (3) Review: "Reviewing the past and learning the new", redoing some classic questions several times and reflecting on the wrong questions as a mirror is also an efficient and targeted learning method. Fourth, mathematical thinking The integration of mathematical thinking and philosophical thinking is a high-level requirement for learning mathematics well. For example, mathematical thinking methods do not exist alone, but all have their opposites, which can be transformed and supplemented each other in the process of solving problems, such as intuition and logic, divergence and orientation, macro and micro, forward and reverse. If we can consciously turn to the opposite method when one method fails, there may be a feeling that "there is no way to doubt the mountains and rivers, and there is another village." For example, in some series problems, in addition to deductive reasoning, inductive reasoning can also be used to find the sum formula of general formula and the first n terms. It should be said that understanding the philosophical thinking in mathematical thinking and carrying out mathematical thinking under the guidance of philosophical thinking are important methods to improve students' mathematical literacy and cultivate their mathematical ability. In short, as long as we attach importance to the cultivation of computing ability, grasp the basic knowledge of mathematics in a down-to-earth manner, learn to do problems intelligently, and reflect on our own mathematical thinking activities from a philosophical point of view, we will certainly enter the free kingdom of mathematics learning as soon as possible. Many people can't get their actual level and ideal scores in the exam. The reason is that their psychological quality is not too hard and they are too nervous during the exam. There is also that they pay too much attention to the exam scores, which leads to the failure of the exam. You should learn to put yourself in the other's shoes, and you should learn to adjust your mentality. It is often said that getting three points in the exam is level and seven points is psychology. It is for this reason that excessive pursuit is often lost. Don't take the score too seriously, that is, treat the exam as a general homework, sort out your own ideas, take every question seriously, and you will definitely get good results in the exam; You should learn to surpass yourself, that is, don't always think about scores and rankings; As long as my score in this exam is better than that in the last exam, even if it is only one point higher, then I have surpassed myself; In other words, don't compare your grades with others, compare with yourself, so that your mind will be much calmer, your pressure will be less, and you will feel relaxed when you study and take exams; If you try to adjust yourself in this way, you will find that your grades will improve a lot inadvertently; Compared with junior high school mathematics, senior high school mathematics is rich in content, abstract and theoretical, because many students are very uncomfortable after entering senior high school, especially senior one. After entering the school, algebra first encounters a theoretical function, coupled with solid geometry, spatial concepts and spatial imagination, which makes it difficult for some junior high school students who are good at mathematics to adapt quickly. Here are some opinions and suggestions on how to learn high school mathematics well. Mathematics in senior high school is theoretical and abstract, so it needs to work hard, think more and learn more. First, it is the key to guide and improve the efficiency of attending classes. 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; Before class, don't do too much exercise or read books, play chess or have a heated debate. 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: while listening to the class, read the textbooks and blackboard books, watch the teacher's expressions, gestures and other actions, 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 lecture. The beginning of the lecture 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. 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. Two, to guide the review and summary work. 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. Third, guide to do a certain amount of exercises. 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." The important thing is not to do more questions, but to do them efficiently. 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.