Review The College Entrance Examination According To Textbooks By Appropriate Presupposition And Generation

High school teaching,the most powerful baton is the college entrance examination.The college entrance examination is not only an examination of the content of knowledge,but also an examination of the students' ability and accomplishment through knowledge.Therefore,in the teaching process of each stage,especially in the review of the graduating class of senior three,teachers should closely follow the requirements of the college entrance examination,which is not utilitarian exam-oriented education,but return to the source,return to the knowledge,skills,methods and core quality of mathematics that high school students should master.So how can be based on the college entrance examination effective review?The author takes the standardized national examination questions from 2016 to 2019 as a case study,and conducts a specific research on the content requirements and subject quality requirements of the mathematics questions in the college entrance examination as well as the presupposition and generation of the review courses in senior three.The author analyzes the distribution and changing trend of the national examination papers in the past five years and finds that the mathematics of the college entrance examination has the following characteristics.1.Obvious trend of the same topic in literature and science;Second,pay attention to basic knowledge,weaken the investigation of special skills;Third,pay attention to mathematical thinking ability,reduce complex mathematical operations;Fourth,the importance of mathematical understanding and practical application.These characteristic decided graduation class teachers and students are in review prepare for an examination phase,must return to teaching material.The college entrance examination review returns to the teaching material,points to is under the teacher's guidance,the student according to the review plan,unifies own actual situation,taking certain goal and the task,use the college entrance examination review time to study the teaching material thoroughly,in order to enhance the review effect,realizes reviews the old to know the new review strategy.The types of college entrance examination questions vary widely,but they are always the same.The contents are directly from the teaching materials,or the new situation is created with the teaching materials as the background.Therefore,preparing for the college entrance examination and returning to textbooks is an important strategy.In the actual teaching of college entrance examination review,most teachers and students agree that the process of review should attach importance to returning to teaching materials,but how to return to teaching materials efficiently and improve the quality of college entrance examination review has become a difficult problem for many students and teachers.Therefore,in order to study the situation of high school mathematics recitation returning to textbooks and the presupposition and generation of recitation classroom teaching,the author first used questionnaire star to release a questionnaire for investigation.The subjects of the survey were front-line high school teachers and senior high school students in Yunnan province in 2018 and 2019.The questionnaire is divided into teacher version and student version.The content of the survey includes the students and teachers of the third year of high school attached importance to the teaching materials,the use of methods,time allocation,master degree;The presupposition and generation of the review course in the third year of high school and the actual classroom implementation.Through the survey,the author collected 51 questionnaires from teachers and 270 questionnaires from students.The investigation found that the implementation of "returning to textbooks" in the revision stage of college entrance examination was not ideal,with the following problems:1.Second,the question sea tactics lacks the effective examination question discrimination ability;Third,the teachers and students both pay attention to the teaching material but actually the time is insufficient;Fourth,the lack of effective methods to return to teaching materials.As for the current situation of the review course for the college entrance examination,the survey results show that both teachers and students attach great importance to the review course for the college entrance examination,but in the actual class,the preset of teachers is sometimes deviated,and the generative resources are not paid enough attention to.Based on the results of the questionnaire survey,the author puts forward the corresponding regression textbook strategy and college entrance examination review lesson presupposition and generation strategy.It is advocated that in the review class,the presupposition and generation should be skillfully utilized from the high point of view of the core quality of mathematics subject and deep learning,and the textbook,examination outline and the real questions of the college entrance examination should be organically combined to maximize the improvement of students' ability and quality.Among them,the most important strategy is to do a good job in variant teaching,variant roots should return to the textbook,variant development to reflect the requirements of the college entrance examination,to inspire students to think.In order to intuitively illustrate how to fully link the practice of high exam questions with the regression textbook,and how to guide students to think and improve their abilities through presupposition and generation in the review course of college entrance examination,the author listed two specific cases for analysis.One is "subscript properties of sequence" and the other is "dynamic problems in solving triangles".Based on these two cases,the author hopes to provide reference for high school mathematics review on how to return to the textbook,how to carry out presupposition and generation in teaching.Anyhow,how can ability use good teaching material in stage of preparation for an examination of the college entrance examination,make the college entrance examination review course effective and efficient?A teacher's guidance with goals is indispensable.Teachers should grasp the presupposition and generation of questions in the review course of college entrance examination,so as to make the teaching content based on the textbook,higher than the textbook,truly help students get rid of the boundless sea of questions,and improve their knowledge level,thinking ability and the core quality of the subject.