The reasons that affect the math performance of senior one.
1. Passive learning. After entering high school, many students, like junior high school, still have strong dependence, and they can't grasp the initiative of learning by following the inertia of teachers. It is manifested in making uncertain plans, waiting for class, not previewing before class, not knowing what the teacher will do in class, being busy taking notes in class, and not hearing the "doorway". They didn't really understand what they had learned.
You can't learn law. Teachers usually explain the ins and outs of knowledge in class, analyze the connotation of concepts, analyze key and difficult points, and highlight thinking methods. However, there are also some students who don't pay attention in class, don't hear the main points clearly or can't hear them completely, take notes in large volumes, and have many problems. After class, I can't consolidate, summarize and find the connection between knowledge in time. I just do my homework and do problems in a hurry, and I am confused about concepts, laws and questions.
3. Do not pay attention to the foundation. Some students who feel good about themselves often despise the study and training of basic knowledge, skills and methods. They often forget what to do, but they are very interested in difficult problems to show their "level", so they are too ambitious and value "quantity" over "quality" and fall into the sea of questions. Formal homework or
4. Do not have the conditions for further study. Compared with junior high school mathematics, senior high school mathematics is a leap in depth, breadth and ability. This requires that you must master basic knowledge and skills to prepare for further study. There are many difficulties, new methods and strong analytical ability in high school mathematics, such as the maximum value of quadratic function in closed interval, the solution of function value domain, the distribution of real roots and parameter equation, the deformation and flexible application of triangular formula. The formation of space concept, the arrangement and combination of application problems and practical application problems, etc. Objectively, these viewpoints are the points of differentiation, and some contents are still out of touch in the textbooks of high school and junior high school. If remedial measures are not taken, differentiation will be inevitable.
Countermeasures to affect the mathematics performance of senior one.
1. Cultivate good study habits. Good study habits include making plans, self-study before class, paying attention to class, reviewing in time, working independently, solving problems, systematically summarizing and studying after class.
Making a plan to make the learning purpose clear, the time arrangement reasonable, unhurried and steady, is the internal motivation to promote students' active learning and overcome difficulties. But the plan must be practical, with both long-term plans and short-term arrangements. In the process of implementation, we must be strict with ourselves and temper our will to learn.
Self-study before class is the basis for students to learn new lessons well and achieve better learning results. Self-study before class can not only cultivate self-study ability, but also improve their interest in learning new lessons and master the initiative in learning. Don't go through the motions in self-study, pay attention to quality, try to understand the teaching materials before class, pay attention to the teacher's ideas in class, grasp the key points, break through the difficulties and solve the problems in class as much as possible.
Classroom is the key link to understand and master basic knowledge, skills and methods. "Lack of learning before school", students who have taught themselves before class can concentrate more in class, and they know where to be detailed and where to omit. Where to carve carefully, where to pass by and where to record, instead of copying all the records, pay attention to one thing and lose another.
Timely review is an important part of efficient learning. By reading textbooks repeatedly and consulting relevant materials in multiple ways, we can strengthen our understanding and memory of the basic conceptual knowledge system, link the new knowledge we have learned with the old knowledge, analyze and compare it, and arrange the review results in our notes at the same time, so that the new knowledge we have learned will change from "knowing" to "knowing".
Independent homework is a process in which students can analyze and solve problems flexibly through their own independent thinking, so as to further deepen their understanding of new knowledge and master new skills. This process is a test of students' will and perseverance. Through application, students can be familiar with what they have learned.
Problem-solving refers to the process of understanding the exposed knowledge errors or missing answers because of thinking obstruction in the process of independently completing homework, so as to make the thinking smooth and supplement the answers. Be persistent in solving problems and do the wrong homework again. If we don't understand the mistakes, we should rethink them. If you can't solve it, ask the teachers and classmates, often review and strengthen the mistakes, and do appropriate repetitive exercises for the teachers and classmates to do.
Systematic summarization is an important link for students to master knowledge and develop cognitive ability comprehensively and systematically through positive thinking. On the basis of systematic review, the summary should be based on teaching materials, refer to notes and related materials, and reveal the internal relationship between knowledge through analysis, synthesis, analogy and generalization, so as to master the learned knowledge. Regular multi-level summary can change what you have learned from "living" to "understanding".
Extracurricular learning includes reading extracurricular books and newspapers, participating in academic competitions and lectures, and visiting senior students or teachers to exchange learning experiences. Extracurricular learning is a supplement and continuation of in-class learning. It can not only enrich students' cultural and scientific knowledge, deepen and consolidate what they have learned in class, but also satisfy and develop students' hobbies, cultivate students' autonomous learning and working ability, and stimulate students' curiosity and enthusiasm for learning.
Step by step to prevent impatience
Because students are young and have limited experience, many high school students are prone to impatience. Some students covet how fast and save, swallow the dates, some students want to "sprint" in a few days, and some students are complacent as soon as they get results. In view of these situations, students should understand that learning is a long-term accumulation process of consolidating old knowledge and discovering new knowledge. A very important reason why many excellent students can get good grades is that their basic skills are solid, and their reading, writing and computing abilities have reached the level of automation or semi-automation.
3. Study the characteristics of the subject and find the best learning method.
Mathematics is responsible for cultivating students' computing ability, logical thinking ability, spatial imagination ability, and the ability to analyze and solve problems by using what they have learned. Its characteristics are high abstraction, strong logic, wide applicability and high requirement for ability. Learning mathematics must pay attention to "living". You can't just read books without doing problems. You can't bury your head in doing problems without summarizing and accumulating. You must be able to access textbook knowledge. Find the best learning method according to your own characteristics. This is the truth in the learning process of "from thin to thick" and "from thick to thin" advocated by Mr. Hua The methods vary from person to person, but the four links of learning (preview, class, assignment and homework) and one step (review and summary) are indispensable.
Methods of eliminating obstacles in mathematics learning of senior one students.
Countermeasures 1. Do a good job in the teaching connection between junior high school and senior high school
At the beginning of teaching, teachers should control the progress, not increase the difficulty of learning, and pay attention to the connection of mathematical knowledge. Mathematics knowledge in senior high school should involve junior high school. Many places are the extension and improvement of junior high school knowledge, but they are not simple repetitions. Therefore, the relationship between the two should be properly handled in teaching, and the potential relationship and difference between the two should be deeply studied. To do a good job in the series connection and communication between old and new knowledge, we must adopt the guiding ideology of "starting from a low point and taking small steps" in senior one teaching, help students review old knowledge and make proper preparations, so as to slow down the slope, decompose the teaching process and disperse the teaching difficulties, so that students can understand and master their own level of knowledge and guide them to distinguish and contact knowledge, each of which involves new concepts.
Theorem should be combined with the knowledge learned in junior high school to stimulate students' interest and thirst for knowledge. In order to make senior one students get out of junior high school quickly, as a link, "visualization" is a principle that must be followed in the early teaching of senior one mathematics. Through intuitive methods such as object visualization, model visualization and language visualization, students can form vivid representations of abstract concepts and reduce obstacles in the process of understanding. Teachers should sort out some contents with high knowledge content and poor memory effect for students, and make them into tables, categories and chain progression to make them easy to understand and remember. In this way, it can not only stimulate students' curiosity, but also cultivate their creative ability.
When dealing with teaching content and guiding students' thinking, teachers can decompose the problem of thinking objectives into several gradual links, so that students' thinking level can be gradually sublimated from image thinking to abstract thinking. When dealing with problems, we should pay attention to avoiding disconnection and jumping between links and problems, paving the way for students' thinking development and reducing obstacles. In this way, students can describe general objects with special objects based on their own experience, and make progress and development on the basis of their own thinking level.
In short, teachers should visualize abstract concepts, concretize abstract conclusions and popularize abstract methods in teaching, so as to give students a transitional buffer period to adapt, so that students can quickly form good abstract thinking ability and eliminate obstacles in learning mathematics.
Second, strengthen the guidance of learning methods and cultivate good study habits.
Good study habits are an important factor in learning high school mathematics, including making plans, reviewing before class, paying attention to class, reviewing in time, working independently, solving problems, systematically summarizing and studying after class. To improve students' learning methods, we can do this: guide students to form the habit of making plans carefully, arrange time reasonably, get rid of blind learning, and guide students to form the habit of previewing before class. You can arrange some thinking questions and preview homework to ensure the pertinence of lectures and guide students to learn to listen to lectures. They should "concentrate", that is, their attention should be highly concentrated, and they should be able to draw inferences from others and associate with knowledge in many ways. When students hear "increasing function", they should associate images of increasing function. The function is in a monotonous interval, the function value increases with the increase of independent variables, and the image rises monotonically from left to right in the monotonous interval.
"Eye-to-eye" refers to carefully watching every step of the teacher's performance, "hand-to-hand" refers to taking notes properly, and "mouth-to-mouth" refers to answering the teacher's questions at any time, improving class efficiency and guiding students to form the habit of reviewing in time. Read books repeatedly after class, review what the teacher said in each class, consult relevant materials, or ask teachers and classmates for advice to strengthen the understanding and memory of basic concepts and knowledge systems. Guide students to form the habit of independent homework, analyze and solve problems independently, remember that there are some small problems or exercises that can't be done, so ask teachers and classmates without thinking; Guide students to form the habit of systematic review and summary, integrate the new knowledge they have learned into relevant systems and networks, and maintain the integrity of knowledge. Guide students to develop the problem of reading newspapers and periodicals, so as to further enrich their brains, broaden their horizons and maintain the stamina of sustainable development. Strengthen the guidance of learning methods and enrich teaching activities such as knowledge explanation, homework evaluation and test paper analysis.
In addition, lectures can be held to introduce learning methods, communicate learning objectives and learning methods, so that students can master scientific learning methods, learn to learn, improve learning efficiency, change passivity into initiative, and constantly eliminate obstacles in learning mathematics.
Third, cultivate students' interest in mathematics.
The results of psychological research show that the internal motivation to promote students' learning is learning motivation, and interest is the most realistic and active component in constructing learning motivation. A strong interest in learning will undoubtedly make people's feelings, especially their brains, be in the most active state, make people's perception clearer, observe more carefully, think deeper, imagine more, remember more firmly, and receive teaching information best. Many students regard math learning as a chore, and the main reason for being afraid of the road is lack of knowledge.
The introduction of classroom teaching needs the careful design of teachers. From the very beginning, it can activate students' thinking and have a strong interest in mathematics learning. You can also introduce the history and great achievements of mathematics at home and abroad, clarify the great role of mathematics in natural science and social science research, especially in industrial and agricultural production, military and life, and guide students' interest in mathematics. In classroom teaching, students at different levels should be taught in different levels, taking into account the actual situation of students, students with learning difficulties and spare capacity, meeting their learning needs through various ways and methods, and developing their mathematical talents. Let them gain something, find their own learning results, experience the fun of exploring knowledge, and let students' interest in learning mathematics continue.
Countermeasures four, the cultivation of students' ability
The important links to cultivate students' ability and eliminate the obstacles in mathematics learning in senior one mainly include: (1) cultivating students' autonomous learning ability; (2) Cultivate students' ability to analyze and solve problems; (3) Cultivating students' accurate calculation ability; (4) Cultivating students' reasoning and transformation ability; (5) Cultivate good psychological quality and bring non-intellectual factors into play.
In short, in the initial teaching stage of senior one mathematics, it is necessary to clearly analyze the obstacles for students to learn mathematics. As long as teachers take correct measures and properly handle the teaching content, students can adapt to the study of senior high school mathematics as soon as possible, thus accepting new knowledge and developing their abilities more efficiently and smoothly, and senior high school mathematics teaching can be successful and make due contributions to comprehensively promoting quality education.
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