Analysis of high school mathematics scores and improvement measures

Analysis of high school mathematics scores: After students enter high school, a considerable number of students will experience a decline in their mathematics scores in the first year of high school, and some will even fail. Improvements can be made through measures such as previewing before class, listening carefully in class, and formulating study plans.

Analysis of high school mathematics scores:

1. Poor basic knowledge. Students with poor grades in mathematics in the third year of high school are firstly characterized by incomplete mastery of basic knowledge. They have a good grasp of some knowledge but basically no knowledge of other knowledge.

2. Lack of systematic thinking. Mathematics is a logical course, which is especially important when learning new courses. Since it is about logic, there must be a backbone, and then other pillars to support other details.

3. Carelessness leads to loss of points. Mathematics is a very rigorous subject that requires children to make full use of the conditions in the questions to perform precise calculations to arrive at answers. Some children will get the questions wrong because they ignore some details.

Measures to improve high school mathematics scores:

1. Develop the habit of previewing. If you study the knowledge that the teacher is going to teach you in advance, you will know what you are not good at, and you will have the key points when you study. Of course, it would be better if you study completely by yourself.

2. Listen carefully in class. To learn mathematics well, we must listen carefully during class. What the teacher says is very important. We listen carefully to every word the teacher says. In the third year of high school, we must follow the teacher's review steps. Teacher We must master the basic knowledge mentioned so that our math scores can be improved quickly.

3. Make your own review plan. Start reviewing honestly from the textbook and grasp the basics. More than 75% of students with poor math scores are due to insufficient mastery of textbooks. Normally during class, if you don’t understand something, take notes and review it chapter by chapter according to the textbook chapters, supplemented by the exercises and supporting workbook questions at the back of the textbook. Mainly basic simple questions and intermediate questions. On the one hand, we consolidate the foundation and on the other hand, we enhance our confidence.

4. Understand the question types thoroughly. Transform thorough knowledge into practical abilities. Although the college entrance examination is flexible, it cannot escape the basic idea of ??setting questions because it always has to be based on the teaching materials and examine a certain part of the teaching materials. After thoroughly understanding the question types, every time we see a question, we can roughly think in our minds what knowledge points the question tests and where we should start to answer.

5. Make a study plan. In the third year of high school, students with poor math foundation only have one year to make up for it. Therefore, in your senior year of high school, you must have a clear understanding of what goals you want to achieve in mathematics, and you must make corresponding plans to achieve your goals.

The significance of high school mathematics:

Since the 1950s, the middle school mathematics syllabus in China has been revised many times, but it all has a unified guiding ideology. Just do the three basics well.

And emphasized that a correct understanding of mathematical concepts is the prerequisite for mastering basic mathematical knowledge. The outstanding problem in China's current mathematics teaching happens to be that the basics of mathematics, that is, the correct understanding of mathematical concepts, are ignored.

On the one hand, the textbook underestimates students' understanding ability, downplaying or even avoiding some basic concepts that are difficult to understand in order to "reduce the burden"; on the other hand, the "question-sea tactics" exam-taking strategy makes teachers There is not enough time and energy to delve into how to provide students with a deep understanding of basic mathematical concepts. It is said that it is to reduce the burden, but in fact it is the opposite. The pressure on teachers and students has increased.

Teaching without "process" lacks mathematical thinking methods as a link, the relationship between concepts cannot be recognized, and the connection between concepts is difficult to establish, resulting in a lack of integrity in students' mathematical cognitive structure.