高三一轮复习后的反思及几点建议.doc

回顾反思高三数学一轮复习，笔者发现存在如下几个需要解决的问题：（1）有些问题在复习时反复讲解，为什么学生还会出现较高的错误率，以“大容量的反复操练”和“熟能生巧”为立足点的教学活动是否最有效；（2）在教学过程中，反复强调夯实基础，可究竟什么是“基础”，如何才能夯实基础，“基础”与“能力”的关系是什么？（3）如何解决“会而不对，对而不全”的问题。笔者从以下方面提出自己的一些教学建议，和同行们探讨。一、关于“教学模式”的建议1.学生层面：学案引领，先学后练。内因调动，主动参与。当前高三数学复习时，学生主要面临如下几个问题：自主复习、主动探究不够；即时反馈的“有效性”很难落实到位；“懂而不会，会而不对，对而不快”仍是通病.面对这些问题，必须要求教师改变当前的教学模式。一轮复习应该坚持一个基本原则，就是先学后练。我们任何一个老师都不要天天盯着学生不会的地方，而应该鼓励他们运用自己已经掌握的知识和方法去解决遇到的问题。让他们不断积累信心和力量，不能时刻提醒学生自己很无知，时刻品味失败和沮丧的感觉。2.教师层面要注重教学内容的“讲”与“带”，要处理好教学中的“进”与“退”的关系，引导学生根据问题的特点，合理选择恰当的方法，学生在方法的比较中领悟各种方法的本质，及适用的情境，从而实现突破瓶颈，以不变应万变.要给学生归纳总结的机会，“由厚到薄”。二、关于“夯实基础”的建议在高三复习中，要注重基础知识、基本技能的培养，要重视知识的发生发展过程，从更高的层次来理解数学概念，从而提高对数学的认识.只有将基础打好了，提高数学能力才会有保障.“夯实基础”要从以下几方面做起：1.重视课本，例、习题深挖掘。课本是学生获得系统的数学知识的主要来源，是学生最熟悉的材料.为了对中学数学教学发挥积极的导向作用，高考试题“源于课本，高于课本”，有些题是课本题目经过加工改造，组合嫁接而成，有些甚至是原题.但在平时复习时切忌默写概念、定义、公式，应结合数学思想方法，将这些知识具体化、小题化.课本是考试内容的具体化，是中、低档题的直接来源，是解题能力的生长点，是高三一轮复习的立足点.通过搜集课本上与基本初等函数相关的函数的定义域和值域例习题或变式题，旨在巩固学生对基础知识的熟练与运用。通过对教材例题的拓展，将知识串珠成线，引导学生归纳类比、反思和建构，使之举一反三，由此及彼，思想得到升华，能力得到提升，从而散发出高三数学复习高效课堂的魅力.拓展教材习题，让高三复习更精彩。因此教师可以通过改变教材习题的某些条件或结论，代写论文得到解决一类问题的方法，从而充分发挥它们的教学功能，实现数学教学过程中减负增效的目的。2.立足基础，提升能力。立足常规，千万不要去搞难、偏、怪题；控制难度，起点低一点，坡度缓一点，分析细一点，难度小一点，小练习多一点；数形结合、特殊化的方法；每天解决一个问题，每天进步一点点.考纲要求“考查基础知识的同时，注重考查能力”，而这里的能力是指：思维能力、运算能力、空间想象能力以及实践能力和创新能力.它往往蕴藏在最简单、最基础的题目之中，不是钻牛角尖钻出来的能力。3.利用资料，强调基础。在教学中，往往是拿住资料，按部就班地复习，不注意资料“遴选”.注意安排好整体知识体系在练习系列中的分布.每个练习都有所侧重，都应由易到难，主题既独立又彼此间相互联系，注意在试卷或命题中为学生解决复杂问题设置知识、方法两个方面的台阶。4.树立信心，打好基础。要使学生通过一轮学习取得良好的效果，学习心态甚至比学习方法更重要.所谓“差生”，主要不是智力差，也不仅仅是基础差，还在于非智力因素不及优秀学生（情感、态度与价值观）等.学习心态即心理状态，数学活动不仅是“数学的认知活动”，而且也是在情感心态参与下进行的传感活动，成功的数学活动往往是伴随着最佳心态产生的，而形成最佳心态的前提是获得学习的成功感。三、关于“规范解题”的建议俗话说，不怕难题不得分，就怕每题都扣分，所以务必要求学生将解题过程写得层次分明，结构完整.平时练习时应要求学生做题做到想明白、说清楚、算准确，注意思路的清晰性、思维的严密性、叙述的条理性、结果的准确性.在解答题的书写中，考查基本知识点、基本方法的简单题要详写；考查学生的思维能力，难度稍大的题可以适当省去一些计算的中间过程，保留一些关键步骤.要提高学生规范表达，必须关注以下三点：一是教师在教学中要注意规范，教师在课堂上例题书写的示范直接影响学生的解题规范；二是通过板书、投影等解剖学生的表达，通过讨论、比较，明确在解答题的书写中什么要写，什么可以省略等；三是对学生作业和考试卷的严格批改，让学生深刻体会“会”和“得分”不完全等价，从而养成良好的书写习惯.同时，对学生答题的规范严格要求，有利于在数学教学中培养学生的科学严谨的学习态度和思维习惯，真正体现数学的严谨性、条理性、逻辑性。以上的三点建议，主要是针对当前高三数学一轮复习中一些常见的误区和错误的做法而提出的。高三数学复习的目标不仅仅是教会学生解题，还要让学生从中体验解题的历程，发展学生的思维，提高学生分析问题、处理问题的能力.鉴于复习课的两大局限性：一是复习课内容的呈现形式具有主观性；二是大部分学生对学过的知识了解不深人，理解不到位、应用不灵活，尤其是将旧知识用于新情境，学生对于旧知识的重组、知识间的融会贯通以及应用缺乏认知.这就要求复习课不是知识再学一遍的简单“重复”，更不是“烫剩饭”加加热，这就需要我们老师在帮助学生对知识进行回顾、深化的基础上，引导学生深入挖掘知识的内在联系并进行系统整理，进而实现知识的迁移和综合运用。Review of middle school mathematics round of review, the author found that the problems needed to be solved in the following: (1) some of the problems in the review repeatedly to explain, why students will appear higher error rate, to high capacity of the repeated practice and practice makes perfect for a foothold in the teaching activities is most effective. (2) in the teaching process, repeatedly stressed, laying a solid foundation, but what is the foundation, how to lay a solid foundation, the base and ability is what? (3) how to solve the problem of meeting but not right, not full. The author puts forward some teaching suggestions from the following aspects, and discuss with their peers.A, on the teaching model1: the level of students learning guidance, learning before practice. Internal mobilization, active participation. Current middle school mathematics review, students are facing several problems are as follows: independent review, active exploration is not enough; immediate feedback on the effective it is difficult to put in place. Understanding and not will and wrong, but not fast is still common. In the face of these problems must requires the teacher to change the teaching mode. A review should adhere to a basic principle, that is, after learning to practice. Every teacher should not stare at the students every day, and should encourage them to use their own knowledge and methods to solve the problems encountered. Let them continue to accumulate confidence and strength, can not always remind students that they are ignorant, always taste the feeling of failure and frustration.2. The level of teachers to focus on teaching content of talk and belt, to deal with good teaching in and back of the relationship, to guide students to reasonably select a appropriate method according to the characteristics of the problem, students in comparative method in understanding the essence and applicable situation, in order to achieve break through the bottleneck, to maintaining the status quo. To to students to sum up summary of opportunity, from thick to thin.Two, on the basis of solid foundationIn the third year review, to pay attention to the basic knowledge, basic skills training, pay attention to the knowledge the occurrence and development of, from a higher level to understand mathematical concepts, so as to improve the understanding of mathematics. Only will lay the foundation, improve math skills will be guaranteed. Tamp foundation to start from the following aspects:1 pay more attention to textbooks, for example, exercise depth mining. The textbook is the main source of mathematical knowledge system of the students, the students are most familiar with the material. In order to play a positive role in middle school mathematics teaching, the college entrance examination from the textbooks, textbooks, some problems are higher than the textbook title after processing transformation, and some even combined grafting, is the original title. But in peacetime we review the dictation concept, definition and formula, should be combined with the mathematical thought and method, the specific knowledge, right. Textbooks are the specific test content, is the direct source of medium and low grade problem, is a growing point of problem solving ability, is the third round review point. Through the collection of books related function with the basic elementary function of the domain and range of exercises or variant problem, to consolidate the students basic knowledge and application skills.By expanding the textbook examples, knowledge Beaded into line, guide a student to induce analogy, reflection and construction, made draw inferences about other cases from one instance. From here, thought to be sublimated, enhancing capacity to emit the charm of mathematics review in grade three of senior high school, classroom. Expand the exercises in the textbook, make the school review more exciting. So teachers can be changed through the exercises in the textbook of certain conditions or conclusion, write papers get method to solve a class of problems, so as to give full play to the function of their teaching and achieve the purpose in the process of mathematics teaching in the burden of efficiency.2 based on the foundation, enhance the ability. Based on conventional, do not to engage in difficult, partial and oddities, difficult to control, low starting point a little gentle slope. As a point, fine point analysis, difficulty of small, small practice more; combination of number and shape and special method; every day to solve a problem, a little bit of progress every day. Syllabus requirements to examine not only the basic knowledge at the same time, pay attention to ability test, and here is the ability is refers to: thinking ability, operation ability, space imagination ability and practice ability and innovation ability. It is often hidden in the most simple, the most basic question, not delving into drilled to ability.3 use of information, emphasize the foundation. In teaching, often seized data and review step by step, do not pay attention to data selection. Pay attention to arrange good knowledge system of the whole distribution in a series of exercises. Each exercise has the focus should be easy to difficult, theme both independent and each other mutual connection, pay attention