High school math review plan

Part 1: The third grade mathematics review plan essay

First, the guiding ideology:
The senior high school review should build a knowledge network based on the actual situation of the students and form a complete knowledge system. It is necessary to face low- and mid-range training and improve students' ability to use knowledge. It is necessary to focus on thinking teaching and strengthen the use of mathematical ideas. It is necessary to study joint exam questions, analyze corresponding test-taking strategies, update review concepts, and optimize review procedures. Improve the effectiveness of review.
Second, review progress:
According to the plan issued by the teaching and research section, combined with the actual situation of the school, the round is completed at the end of February and early March. The materials are mainly distributed in the teaching and research section, and the materials are prepared in groups. The puzzles are deleted.
Each chapter carries out a unit pass exam and a full-page answer sheet, and conducts a mock exam exercise before the exam.
Third, review measures:
1. Grasp the classroom and improve the efficiency of review.
First of all, we must strengthen collective research and prepare lessons carefully. Collective lesson preparation should be done: "One combination and two play." The combination is a combination of collective lesson preparation and individual lesson preparation, and collective discussion. At the same time, we must give full play to each teacher's strengths and advantages, complement each other and improve. The two play is to give full play to the role of the team leader and business backbone, give full play to the collective wisdom and advantages, and brainstorm.
The contents of collective lesson preparation: preparation of paintings, division of class hours, starting point of preparation, key points, difficulties, intersections, doubts, preparation questions, selection of joint examination questions, preparation for academic study, and staged psychological performance of students.
Second, select exercises and focus on synthesis. In the review, you should choose the topic of “small question type, skillful method, use live, and wide coverage” to train students' resilience. Selecting a representative, hierarchical, and variable topic will train students to analyze the problem comprehensively.
Have a good review class and a commentary class again. Review classes, both on the topic and on the law, focus on the combing of knowledge, form a structured, systematic structural framework, and the chapters must be clear in the minds of the students. It is necessary to talk about the heavy and difficult points of knowledge and the places where students are prone to mistakes. It is necessary to guide students to promote horizontally and horizontally. Reviewing does not mean repeating is not equal to pure problem-solving. It should be known to the new, warm and new, to explore the problem, to explore and deepen. Speak the value of the topic, tell the process of thinking, even the failure of the students in solving problems and the detours that have passed. Kung Fu spends on how to improve students' analytical and problem solving skills.
The lecture class should closely grasp the typical topic commentary. Any topic with a high error rate must be said and must be practiced. When explaining, pay attention to the thorough analysis of the root causes of students' mistakes and thoroughly cure them. To do this: focus on commenting, correcting commentary and debating commentary, or let students talk about questions, help students solve problems and help students succeed.
2, smooth feedback channels, understand students
Through classroom questions, student discussion and exchange, correction of assignments, review of test papers, class board books, and changes in student modality in the classroom, in-depth understanding of the student's situation, timely observation, discovery, capture of information on students' teaching methods, and teachers The teaching of the greatest extent serves the students.
3, review should be steady and steady, pay attention to reflection
Mathematical review should be steady and steady, do not blindly do the problem, and must reflect and summarize in time after each practice. Rethinking the Russian ins and outs of the problem-solving process; reflecting on the conclusions of which questions are similar or related and solving the problems of such problems can be followed by 5; reflection on this question has no other solutions, develop multi-angle and multi-faceted thinking habits; reflection Summarize the reasons for doing the wrong question: whether the knowledge is inaccurate or the method of solving the problem, whether the question is unclear or the calculation is wrong.
Pay attention to the training of psychological adjustment and test-taking skills. The skills and psychological training of the test should start with the first class of the third and third grades. It should be carried out throughout the senior high school review class. Good psychological quality is an important part of the success of the joint test. Our mathematics teachers mainly exercise the psychological quality of students during lectures, especially in exams. We educate students to treat each exam with a normal heart.
4. Strengthen the penetration of mathematical thinking methods and improve students' ability to solve problems
In the review, we should strengthen the review of mathematics thoughts and methods, especially the thoughts and methods commonly used in solving problems: the ideas of functions and equations, the combination of numbers and shapes, the idea of ​​classification and discussion, the idea of ​​transformation and transformation, and the ultimate thought and The idea of ​​motion change, and the methods used are: the meta-element method, the undetermined coefficient method, the discriminant method, the cut-and-complement method, etc. The logic analysis method has an analysis method, a comprehensive method, a mathematical induction method, and a counter-evidence method. For these mathematical ideas and methods, in the teaching of the weekdays, combined with specific topics and specific chapters, consciously and appropriately conduct infiltration learning and understanding, let students grasp the characteristics of their essence and the basics of their application one by one. The program is flexible and uses mathematical ideas and methods to solve problems. In the review, we pay attention to revealing the role of thoughts and methods in the mutual connection and mutual communication of knowledge.

Chapter 2:

The mathematics review of the entrance exam is a systematic project. How to conduct an effective review. For the actual situation of our school, let's talk about our approach below.
One. A lot of mathematics questions are based on textbooks. Therefore, we must strengthen the implementation and consolidation of basic knowledge based on the syllabus and the examination outline. Focus on the evolution of textbook examples and exercises, and extend and improve the content of textbooks. Mathematical joint examinations have always attached importance to computing power. Computation should be proficient and accurate. The calculation should be simple and rapid. The calculation should be combined with reasoning. It should be reasonable. In the review, it is necessary to consciously develop writing norms and express accurate good habits.
two. Do not rely on the sea to win, pay attention to the quality of the topic and the level of processing. Due to the heavy time of review, the task should be avoided. The teaching should be carefully prepared and the typical examples should be chosen to make the students less detours. Paying enough attention to new ideas with novel ideas and exquisite structure, we must ensure that there are a considerable number of such topics, but we do not blindly reject some typical so-called "new questions" and "hot questions." Traditional good questions should be given enough attention. The new solutions and familiarity of the questions can make students feel new and enjoyable. Pay special attention to the methods and techniques for commenting on test papers.
three. Layered Counseling, Intensive Training 1. For eugenics, we have established a PE class, which consists of 40-50 students in the six liberal arts classes. The purpose of Puiyou is to enable these outstanding students to take the exam. The mathematics score is stable at around 115 points, and some students can exceed 125 points. Peiyou is a deepening of the key knowledge content, so that they can be mastered and flexible, and continue to strengthen and solidify in the process of solving problems. At the same time, they must develop their test-taking skills.
2. For medium students, we have established two improvement classes. It is mainly aimed at middle and upper grade students and middle school students who are only weak in mathematics, helping them to establish interest in mathematics and change the phenomenon of mathematics. The improvement of middle school means an increase in the online rate, and we attach great importance to it. The main purpose of the improvement class is to strengthen the cultivation of the "basic knowledge, basic skills, basic methods" ability, to strengthen the problem-solving method and problem-solving ideas, to explain the multiple-question scoring skills in the multiple-choice questions, fill-in-the-blank questions, and answer questions. Intensive training on key points, difficulties, doubts, misunderstandings, weaknesses, and test sites.
3. For students who have difficulties in learning mathematics, we adhere to the principle of “do not abandon, do not give up”, focus on textbooks, strengthen the concepts, theorems, formulas, and rules of mathematical knowledge, understand them, require memory, dictation, and Simple to apply. Among the 6 liberal arts classes, some classes, evening or afternoon self-study classes, take half an hour to study mathematics, mathematics class representatives or mathematics teachers organize students to write mathematical formulas, rules, or arrange targeted exercises; The class specializes in "mathematical angles" in the classroom, providing mathematical formulas, concepts and problem-solving skills every day, forcing students to learn mathematics. After a few weeks, it was very rewarding.
In addition, we have weekly tests and two sets of papers with different difficulty. For students with poor mathematics performance, we provide them with a set of basic knowledge-based test papers, with a score of 80. The score of 48 points is very good, and the confidence of students in learning mathematics has also been greatly improved. According to the latest program of the Education Bureau, we told students with poor mathematics that the mathematics scores of the joint entrance examinations should reach 40-50 points, so the total scores must reach the special B line to improve the enthusiasm of each student to learn mathematics.
four. Overall review arrangement:
1. From July 14th to the beginning of February, complete the first round of review, review the system according to the chapter, to consolidate the basic knowledge, build a knowledge network, and familiarize yourself with the entrance exam. We take the "Comprehensive Joint Examination Mathematics Review Program" as the main review material, and its biggest feature is "Listing Manual + Loose-leaf Workbook", which is very suitable for students to practice and test. In addition, our regular class teachers also used the "2009 Joint Test Preparation Guide Math System Review Book" compiled by the Teaching Research Office of the Guangzhou Municipal Education Bureau and published by the South China University of Technology Press to conduct basic training for students with weak mathematics foundations. Students generally feel that the title of this book is relatively mild, basic, and not awkward, unable to start.
2. Weekly test: The eighth class on Wednesday afternoon is our liberal arts mathematics week test time, focusing on the main knowledge, focusing on the selection and filling of the training, especially the speed and problem-solving skills. Therefore, each test topic selects the problem of “small question type, skillful method, use live, and wide coverage” to train students' resilience.
From mid-to-late March to mid-March, the reviewed knowledge was re-introduced to a comprehensive, rolling review to enhance students' comprehensive ability to use. Focus on the reinforcement of small questions. At this stage, the students' comprehensive ability and test-taking skills are exercised, and students' ability to solve mathematical problems by means of "matching method, undetermined coefficient method, combination of numbers and forms, classification and discussion, and change of yuan" is improved, and at the same time, the characteristics of selection and filling in the blanks are emphasized. Learn some special techniques and methods to solve problems in order to improve your control over time in the joint exam.
In the first half of 4.4, the joint entrance examination, the final comprehensive training, interspersed with special topics, special review, check for missing vacancies, correcting errors, and comprehensive test simulation, to improve students' ability to adapt to the joint entrance exam. On the basis of the first two rounds of review, in order to enhance the pertinence and test function of the math preparation, it is necessary and necessary to do a certain amount of the joint test.
The issues that need to be addressed at this stage are:
1. Strengthen the comprehensiveness and convergence of knowledge, and consolidate the selectivity and flexibility of the method.
2. Check the knowledge omission points and problem-solving points of the review, and explore the law of solving the problem.
3. Verify the process of generating the knowledge network. Issue a copy of the "Joint Test Mathematical Knowledge before the exam" that we prepared by our preparation team.
4. Comprehend the tooling of mathematics thoughts and methods in answering some of the exam questions and novel mock exam questions.
This round of review is based on the simulation volume. It is necessary to pay attention to the simulation of the test paper, grasp the difficulty and gradient of the test paper, and master the examination time so that the students have the feeling of “immersive”. To enable students to continuously summarize the test experience and test skills, the real joint test is not flustered, calm and creative, and test high standards.

Chapter three:

The general review of the third year of mathematics is a complex systematic project. It must be based on consolidating the basic knowledge, mastering the basic methods and skills, and focusing on improving the ability and deepening the thinking. To avoid "sea tactics", the quality of review is directly related to the success or failure of the joint test. Through the practice of our senior high school work in recent years and the characteristics of our students, we will talk about some of our plans for our senior high school review from the following aspects.
First, study the "Explanation Notes" and its changes, clear the focus of the examination, hot spots and their propositional orientation
In 2007, 2008 and 2019, the province's mathematical autonomy proposition not only inherits the advantages of the national test paper, but also has the characteristics of Anhui. It has truly achieved the goal of “stable change, change and seek newness”, and many good questions have emerged, reflecting the new curriculum reform concept. The test questions comprehensively examine the "double base", proposition at the intersection of knowledge points, deepen the ability to define, highlight the ability to examine mathematics, further strengthen the examination of mathematics application and innovation consciousness, and appropriately reduce the amount of calculation and increase the examination of rational thinking. The "Explanation Notes" is the main basis for the joint exam proposition. Therefore, as a first-line senior high school teacher, you must carefully study the test instructions for the past two years, and conduct a comparison to understand the focus, hotspots and direction of the joint exam. In this way, we can know what is going on, the goal is clear, and the effort is targeted and effective. Specifically:
Carefully scrutinize the requirements of the three different levels of the test content, to find out what content is understood, what content is understood and mastered, and which content is flexible and comprehensive.
The purpose of the joint entrance examination is: based on the premise of basic knowledge, based on the principle of ability. Discard the problems of partiality, difficulty, and blame, dilute special skills, have more thinking directions, more ways to solve problems, live a method, pay attention to the examination of divergent thinking, and do not use too much skill in the review process, otherwise the students with good grades will be “fired into the magic”. Students with poor grades "have lost confidence", so it is necessary to strengthen the training of "general general law", comprehensively improve the ability to solve problems, and gradually form a consciousness of consciously applying mathematical thinking methods to solve problems.
Seriously study the joint exam questions of Anhui and other provinces and cities in 2008 and 2019. What is the test paper, to smell its generality, but also to smell its personality, from these questions to verify the accuracy of the test instructions and The orientation of the joint test proposition.
Second, earnestly do a good job of "double-base" teaching and consolidate the foundation of mathematics
The "double base" of mathematics is the basic knowledge, basic skills and mathematical thinking methods of exponentials. It is an important carrier and effective support for the cultivation of mathematics ability. It is an important part of students' mathematics literacy. It is also the focus of the joint examination mathematics. Therefore, the following points should be paid attention to during the review:
Basic review, we must be “fine”; strive to be clear and focused, and highlight key points.
1. Textbooks are the source and foundation of all knowledge. The conclusions, theorems and the nature of textbooks are very important aspects of learning mathematics. Therefore, based on textbooks, each knowledge point that has been learned is quickly activated, emphasizing the importance of textbooks. Go through every corner of the textbook.
2. Pay attention to the changes in the coverage of the knowledge points, and consciously think about and study the position and relationship between these knowledge points in the textbook.
3. Pay attention to the review of mathematical concepts and deeply understand the essential characteristics of mathematical concepts.
For example, in the review process of the function, we should pay attention to the review of the concept of the function, deeply understand the essential characteristics of the function, and learn the way of thinking of the function.
The core knowledge should be summarized, the method of solving the problem should be summarized, and the way of thinking of each chapter and each unit of problem solving should be summarized!
In the process of reviewing knowledge, pay attention to guiding each student to establish a network map after reviewing. The purpose is to clear the knowledge level, the logical relationship of knowledge is clear, and more importantly, the knowledge structure diagram is also It embodies the basic patterns and methods of mathematical thinking that students should master.
Modeling typical problems and solidifying the general solution in our problem-solving thinking can effectively improve our ability to solve mathematical problems and effectively improve the quality of review. It is also the most important thing for teachers to improve their review efficiency.
Layered teaching, the teaching content should be targeted.
High school mathematics review, must not be equal to the high school, high school stage, flat and straightforward, for each chapter of the knowledge structure, at the beginning of the review and the end of the review must be able to write or speak the knowledge structure and knowledge system of each chapter, especially to emphasize the textbook The content involved and the content added after the extracurricular examination, and the knowledge points tested in the joint examination, for this reason, teachers and students should study the joint entrance examination questions for the past three years. For example: the "Function" chapter, textbook catalog: collections and functions, basic elementary functions, function equations and zeros. Because the function is the highlight of the joint test, the functional knowledge and the functional status of the function, the students need to make great efforts to grasp, expand the content: function analytical form, function range, function definition domain, function diagram Image and transformation, functions and inequalities, application of functional ideas; key knowledge focus, key training, is also a direction of joint entrance examination in recent years, and for collections, because the requirements for joint examinations are reduced, appropriate reduction of class hours, targeted Handle math knowledge points. Reduce blindness, in the third year of high school can help students to review and improve the review effect.
Infiltrate mathematical thinking, mathematical methods.
The mathematics high school general review must grasp the "soul", through review, do grasp the basic ideas of the discipline.
The current joint exam emphasizes the examination of the basic knowledge of mathematics and the design of test questions at the intersection of knowledge. It also examines the mathematical ideas and methods contained in the middle school mathematics knowledge, and the functions and equations, the classification discussion thoughts, the combination of numbers and shapes, the transformation and transformation ideas run through the various chapters of the middle school mathematics, such as the equations. The range of values ​​sought. It can be transformed into a range problem for the function in question. And many problems are solved by finding equal relations, establishing equations or equations, using equations, and paying attention to the training of general methods, diluting special skills; and as a higher level of abstraction and generalization of mathematical knowledge. It needs to be divided into chapters in the process of knowledge generation, development and application, continuous penetration and summary, dark lines become clear lines, and penetration becomes clear. First understand the role of mathematical thoughts and methods, use problems as a carrier, use methods as a lever, and then find ways to solve problems. For example, in the chapter on the solution of inequalities, first emphasize the idea of ​​returning to the original, that is, most inequalities are eventually transformed into one yuan. One or one quadratic inequality, and then emphasize the equivalent transformation, that is, the equivalent group often mentioned, including the functional domain, the equivalence of the operation, etc., so that the fractional inequality in the data, a simple exponential inequality, Logarithm inequality, triangular inequality, a piece of learning is unified in the premise of mathematical thoughts, which is easy to master. In addition, lectures can be conducted to focus on mathematical ideas and methods, strengthen rational understanding, and increase interest in mathematics learning.
3. Continuously improve mathematics ability, especially innovation awareness and practical ability
In the "Explanation Notes" in 2019, special emphasis is placed on examining students' innovative consciousness and practical ability. It is necessary to adapt to the development requirements of the current exam questions. It must be strengthened on this issue. My experience is: in normal teaching, we must pay attention to teaching methods. Selection and application, on the one hand, to create problem situations, to enable students to understand the realistic background of mathematics knowledge, to understand the connection between mathematics and reality; on the other hand, to combine students' life reality, to guide students to pay attention to social life and mathematics around them, The problem of "mathematicalization" is solved and solved. The study of "research topic" is an important carrier for cultivating students' innovative consciousness and practical ability. Through the study of "research topics", students can be guided to pay attention to life, society, economy, In terms of environment, etc., it extracts the application problem with certain social value background, and promotes students to constantly pursue new knowledge, independent thinking and enhance the use of mathematics, and learn to abstract practical problems into mathematical problems. At the same time, consciously apply the process of mathematics thinking activities to the teaching process, and develop the ability to run through each lesson. In each question, consciously strengthen the connection of different knowledge points, and select some open questions for students to explore. Develop student thinking and cultivate innovative spirit.
Fourth, pay attention to the cultivation of good habits and enhance students' test-taking skills
Pay attention to the students' problem-solving habits. The final exam will be seen through the solution of the problem, so in the high school review process, it is very important to pay attention to the students' good habits. To cultivate students' good habits of solving problems should start from the following aspects:
First, the examination must be accurate. It is best to take the method of reading the second time. The first time is the extensive reading, and the conditions and requirements of the topic are roughly understood. The second time is the intensive reading. The keyword words of the topic are found according to the requirements and the implied conditions of the topic are explored.
Second, the reason must be clear. In the process of solving problems, it is necessary not only to clarify the basic steps and methods of each type of operation, but also to determine whether the conditions of such operations are available.
Third, the span should be small. The connection process of the problem solving process should be tight, and do not jump steps.
Fourth: Consider the week. Do not think about the problem, throw it away, take it for granted, and behave in a normal way. In normal training, this kind of situation occurs. In addition to personality factors, special consideration should be given to the defects in knowledge and methods.
At the same time, the joint entrance exam is to complete the specified topic in the unit time, so the speed of solving the problem is particularly important, so the problem-solving must have a sense of speed, and even more time is used, even if it is right, it is also a "potential loss", so that students should be in unit time. Get the score you want, don't leave regrets after the end of the exam, you need to do it in three steps when you usually do the problem, first do easy questions, the so-called easy question is to read the problem, you only need a simple operation to get the result The title of the student; this way, the students will know what the whole test paper is. At this time, there are already five or sixty-six points, and there is a bottom in mind, which can eliminate some nervous mentality. Then do the mid-range problem, the so-called mid-range problem is that you need to think seriously, there may be a certain amount of computing problems, and finally how much you can write when you can see how difficult the problem can be written. In some difficult questions, you should also pay attention to the conclusion that the problem may be used in the back of the small question, or the previous small question will not be able to "step by step"
Pay attention to the written expression of the student. The final result of the joint entrance examination is the sum given by each scoring teacher. The communication between the student and the teacher is carried out in the form of written expression, so the written expression is crucial and the expression is complete. In the third year of high school, a considerable number of students in the exam, the non-intellectual factors caused by the loss is very serious, mainly in the expression, resulting in 79 points of the answer, almost no problem can get full marks, the problem is mainly because the expression is not comprehensive, the term is not enough Accurate, less logical, and more operational errors. Therefore, it is necessary to avoid the phenomenon of "will not be right, not complete." Highlight score points and step points. Not doing it does not mean that you can't get the score. In the usual teaching, especially at this stage before the entrance exam, it is necessary to explain to the students that the scoring of the scoring is a step-by-step score, and the score is scored to let the students know one. Which of the topics is a key step is essential. If you really can't do it, you can make some simple changes to some conditions. Maybe you can get one or two points. Don't underestimate it. It may be "over 10,000 people." At the same time, writing requirements are simple and clear. If you pay attention to solving this problem in the senior review of the third year, it must be a growth point of the score in the joint test.
5. Pay attention to the psychological state of students and establish their self-confidence
In the third year of high school, the students are all seventeen and eight years old. The importance of the joint entrance exam is self-evident. If they are not nervous, it is impossible. Therefore, first of all, students should be educated to use a "normal heart" to face the joint entrance exam. Before the exam, it is only a matter of thinking and doing all kinds of preparations. Don't think too much. At the same time, I found that some students showed insufficient self-confidence, pre-test depression, especially when they were near the entrance exam. The reason: in school, because the density of the high school exam is higher than that of the first and second grades, the results of the exam will affect the children's emotions; at home, parents will often be embarrassed, and the same repetition will always be repeated. A topic that causes pressure on the child intentionally or unintentionally, making the student feel stressed, irritated and lacking self-confidence. American writer Emerson said: "Confidence is the first secret of success." As a teacher, I should calmly analyze the results of the exams with the students. We should sum up the experience to prevent the students’ pride, learn the lessons from the poor, point out the root causes of the mistakes, promptly fill in the gaps, and promptly ease and eliminate the troubles in the students’ minds. Every advantage, every progress, should be encouraged and praised, in order to enhance students' self-confidence, so that students have a healthy psychology to review preparation.
Inappropriate hope to make valuable suggestions, thank you!

Chapter 4:

First, the guiding ideology
The third year of mathematics review should take the "Standards of General High School Mathematics Curriculum Standards" as a guide, pay full attention to the new curriculum reform concept, and accurately understand the provincial joint examination programs, so that teaching is indeed effective, targeted and scientific. It is necessary to lay a solid foundation, improve the system, build a knowledge network, and attach importance to the cultivation of capabilities. Teacher explanations and student exercises should reflect stage, level and gradual progress, so as to reduce duplication and focus, so that most students learn new ideas, learn to gain, and learn to develop. Knowledge interpretation, practice testing and other content should be scientific and pertinent, which can make Minghu clear, lack of filling, messy and isolated, and let students form a systematic and organized knowledge framework. Practice testing does not pull high, does not reduce, the difficulty is appropriate, focus on the mastery and flexible use of basic knowledge, analysis of problems and thinking methods to solve problems, truly sublimation, test site refinement, outstanding ability, and strengthen testing.
Second, teaching plans and requirements
The senior high school review goes through three stages: a comprehensive review – a comprehensive review – exam-oriented training.
The basic requirement for the first phase of comprehensive review is to review the system, check for missing vacancies, and lay a solid foundation. It is required to strengthen the review of basic knowledge and basic skills of textbooks, implement each knowledge point, strengthen the knowledge of chapters and festivals, pay attention to the normative nature of training, and the rigor of thinking, and appropriately improve students' comprehensive ability to use.
The second phase of the comprehensive review is to deepen and improve on the basis of the previous stage, focusing on the internal connection between the various knowledge systems of mathematics, and improving the ability to comprehensively apply mathematical knowledge and methods to solve problems. Requires to select featured topics, closely follow the hotspots and key points of the joint exams, and strengthen targeted training.
The third stage of the test-oriented training, the main function is to cultivate the adaptability of the joint entrance examination and accumulate the test experience. Require the return to textbooks, reproduce knowledge points, and strengthen the collection and organization of information. Through standard training, we found weak points and error-prone points in the review, and easily took the test.
Third, teaching measures
1. Comprehensive review, based on textbooks.
The first phase of system review is the basis of the entire math review, and is the guarantee for students to improve their performance. Under the guidance of the teachers, the students sort out the basic knowledge and basic skills to achieve systematic and structured. To be based on the basic knowledge of textbooks and basic methods, the starting point cannot be too high. It is necessary to grasp the outline of the book, the three foundations, the comprehensive review, and the unit clearance. Focus on the unit, strengthen the implementation of the "basic knowledge, basic skills, basic methods" ability training, do not leave a dead end in the breadth, comprehensively and systematically grasp the concepts, theorems, formulas, and rules of high school mathematics knowledge, and understand, and Form memories and skills.
2. Clear the context and grasp the key points.
In the first stage, we must pay attention to the induction, sorting and summarization of the knowledge and methods we have learned, to achieve a series of points, to sort out the shackles, to form a network, and to grasp the knowledge system and context of the textbooks. For the key knowledge content, we must constantly grasp the unremitting efforts and often grasp the new and new, and adhere to the multi-angle and multi-level review of key knowledge content. It is necessary to "break through each other" and "combine through"; it must be both proficient and flexible; it must pay attention to other knowledge, and must be applied consciously, and continuously strengthen and deepen in the process of solving problems. , curing.
3. Strengthen the collaboration of the preparation team and bring out collective wisdom.
The review work of the third year is extremely arduous. It requires everyone to work together to learn from each other and work together. Members of the preparation team should think in one place and go to the other place to strengthen the collective preparation of lessons for the outstanding problems in the review, jointly study and find countermeasures, strengthen mutual exchanges, and learn from each other. Do a good job in the unity of each unit's teaching progress, arrange the preparation of the lesson plans for each class, carefully prepare each lesson, and strive to improve classroom efficiency. It is necessary to prepare lessons in a group and to match the differences between different classes. At the same time, the group should strengthen mutual lectures, discuss, reflect and solve problems found in teaching.
4. Do each class to reflect the ability goal.
Poor computing ability is a common problem for students nowadays. In normal training and testing, teachers can find that quite a few students have correct ideas for solving problems, but because the calculation is not hard enough to get the correct answer, the score is serious, and some Students do not agree with this, this idea is very harmful. In the next stage of the review, the teacher should especially strengthen the training for such students. It is necessary for the students to understand that solving the math problem “will be wrong” and “no” is the same effect: no score. Before doing each set of papers, you should ask the students: The 14 questions to fill in the blank questions must be all right, at least 12. The first and second answer questions strive to not lose points.
Strengthen the training of written expression, pay attention to the teaching of reasoning process, strengthen the training of thinking quality, develop the method of thinking with mathematics to think and cultivate thinking ability.
Through reading, strengthen the understanding of the meaning of the training, cultivate students' ability to acquire knowledge independently; through the training of applied questions, cultivate students' awareness of applying mathematics, improve the ability to establish mathematical models; cultivate students' creative thinking ability through the training of exploratory problems Through the training of comprehensive questions, students' ability to solve problems is cultivated.
5. Improve practice teaching and improve review effectiveness.
Teachers should select typical topics from the existing materials for students to practice according to the actual situation of the students. Where students are required to do so, teachers must promptly correct and carefully comment, and must not only put an answer on the wall for the students to answer the questions themselves. In the problem-solving teaching, one should strengthen the cultivation of students' problem-solving strategy awareness, and secondly, fully demonstrate the thinking process of solving problems, that is, how to obtain the information of problem-solving from the conditions and conclusions of the topic, how to find the breakthrough point of solving the problem; when the thinking is blocked How to carry out thinking control and correct your own problem-solving plan; after solving the problem, you should guide and teach students to summarize the law of solving the problem, strengthen the "variable" teaching, pay attention to the training of "one problem and multiple solutions" and "multiple questions and one solution". Develop the habit of reviewing and reflecting, thus improving students' ability to solve problems.
6. Strengthen the standard answer training to reduce unnecessary points
In the review, targeted training should be strengthened to completely solve the problem of “will not be right” and “to be incomplete”. In the review, we should pay attention to every test of the students. Through strict training, students should have a good four-level relationship, form a good thinking quality and study habits, and make the standard and clear, and establish their own good image. First, the examination is closed, the examination questions should be slow, the answer should be fast, the words should be read word by word, the key sentences should be found, the hidden conditions should be explored, and the breakthroughs should be found; the second is the calculation, the quasi-words should be the first, and the competition should be fast and accurate. Therefore, it is very necessary for students to memorize some common intermediate conclusions; the third is to write off, to answer questions step by step, to pay attention to the language expression of the problem-solving process, to cultivate students' well-organized, step by step, standardized and concise, beautiful and neat Answering habits. The fourth is to reflect on the subject after the question, do not have more questions and are in the fine, want to win less and more, expensive in reflection, after thinking about the formation of thinking: Is the knowledge extraction skillful? Is the second method of application skillful? Thinking about your weaknesses? The premise of proficiency is to practice, and the improvement of ability lies in reflection. Ask each student to prepare a wrong set of questions, indicate the cause of the error and reflect on the experience, and frequently read it.
7. Strengthen the study of the review class model.
To improve the effectiveness of the third year math review, it is necessary to strengthen the mode study of the review class. In the limited time, we will maximize the students' learning efficiency, and we must ask the students to talk about the questions in the classroom, pay attention to the combing of knowledge, and form a systematic and systematic system. It is necessary not only to talk about the key points and difficulties of this lesson, but also to explain the students' error-prone points. It is necessary to guide students to promote the horizontal and vertical extension of knowledge, explore the problem with the theory of the subject, and explore and improve. Tell the value of the topic, the process of thinking, and even the detours and lessons in thinking. In short, we will continue to explore effective classroom teaching models and promote the transformation of students' learning styles.

Chapter 5:

It is a good time for students to learn independently in the summer. It is the best time to make up for learning loopholes and achieve self-improvement.
The third year generally has three rounds of review, the first round of combing basic knowledge and basic methods, the second round focuses on the comprehensive problem solving method and problem solving strategy, the third round is mainly to check for missing and enhance the overall grasp of the test paper. Understand this process, in this summer we can focus on consolidating basic knowledge and basic methods through three aspects.
1. Draw a knowledge network map. For some students, the knowledge context is unclear, and they have forgotten the front. After learning the textbooks, sorting out the basic concepts, drawing the knowledge network map according to their own understanding, and building the knowledge network, then even some knowledge points. I haven't reviewed it for a while, I can get an impression of it through the network diagram, and I can deepen my understanding of the basic knowledge and the connection between the chapters. On the network diagram, you can also write the basic methods commonly used in this chapter.
2. Review the exercises that have been done before. In the process of combing the knowledge of high school and high school, students will find that there are many problems in the two years. We can use the holidays to make a lot of information thin and thin. You can select typical examples and exercises according to the network diagram and common methods. Don't overdo it. One chapter and five questions will cover the knowledge of this chapter and reflect the method of this chapter.
3. Choose a new exercise. The suggestion can be in the form of "14+2", that is, the 14-question fill-in-the-blank question combined with the 2-question answering question. The position of the entrance exam is the basic question, but the fill-in-the-blank question itself has a high requirement for the answer. A little mistake will lead to the loss of points. Therefore, paying attention to the fill-in-the-blank question during the holiday. There are a variety of such materials on the market, and you can choose to stick to a difficulty that suits you. Answer the questions to pay attention to determine the method first, then pay attention to the complete process of the answer, the writing should be rigorous and neat, to ensure accurate calculation. Here, it is recommended that students use the summer homework arranged by the school.
Liberal arts students have certain differences in their mathematical thinking. They should use their summer time to strengthen their weak knowledge points according to their own characteristics. For example, if the candidate does not master the analytic geometry of the first and second grades, it is necessary to focus on the relevant analytic geometry.
The science students have strong analytical ability and have the spirit of studying difficult problems. The weakness is that the thinking jumps fast, the writing is not standardized, and the operation error is easy to occur. At this time, the training of the standard answering should be emphasized. At the same time, science students should also leave time to review the content of the electives, suggesting that this part of the content be reviewed in the form of a topic. Liberal arts students have fears in mathematics learning. Under the guidance of no teachers, they should focus on the exercises of basic questions. Pay attention to the practice strategy. It is easy to be difficult afterwards. If you encounter problems, you must first jump over to stabilize. Speed ​​over all the questions, and then look back at the questions you won't do. For difficult questions, you don't need a complete answer, but you should train your own frustration mentality.
The study of mathematics is not just "understanding", but should be "will do and do it right". This requires students to comprehend, think, and practice after the teacher explains. "Practice makes perfect", mathematics learning during the holidays should be practiced every day, the time does not have to be too long, and a comprehensive exercise is trained in one week. Learning mathematics must be implemented in mathematics, and you must learn to think mathematically. Mathematics needs to find problems in practice, correct mistakes in practice, integrate in practice, reflect on practice, and improve in practice.
In the last month of the summer, candidates should learn to sort and organize, familiarize themselves with the content and framework of each chapter, and understand its position and role in the joint exam.