Study On The Review Strategies Of Senior High School Mathematics In Rural General Middle School

In the process of learning,senior three is undoubtedly the most critical year,to which students,teachers,parents,schools,and society also attach great importance.How effective the review strategies are will directly influence the final results of the College Entrance Examination.But for the senior three students in rural senior high schools,it is challenging to achieve high review efficiency due to disadvantages like poor learning abilities,learning habits,and basis of students.The purpose of this paper is to put forward the corresponding review strategies for senior three mathematics teaching in rural senior high schools so that it can improve the review efficiency for rural senior high schools.At the same time,it can enhance the learning quality and review efficiency.The study aims to put forward practical review strategies for rural high schools that can guide students to improve the efficiency and quality of their reviews.Beyond that,this study also expects to cultivate students’ abilities to learn independently,mitigate students’ fear of mathematics with the help of practical review strategies that maintain traditional learning advantages.It is expected that this study can,on the one hand,cultivate students’ rigorous logical thinking ability,and fully mobilize students’ initiative and enthusiasm in learning,.On the other hand,it can further improve the current situation of teachers’ review teaching,select appropriate review strategies for different knowledge categories and student categories,and improve the comprehensive review ability of students.To figure out the factors which influence the low efficiency,even no efficiency in the process of math review,this paper uses the methods of observation,interview,and questionnaire to know the current review situations of senior three students in rural high schools,and concludes that teachers have no desire to study the outline of examination or just look through it roughly.In the meantime,teachers haven’t attach importance on teaching materials and the re-understanding of knowledge.Ignoring students and improper ways to deal with exercise also contribute to this low efficiency.Without appropriate and approachable teaching instructions,poor basis and poor understanding of knowledge,absence of problem-solving skills,over-reliance on teachers,and poor abilities to attend examinations are all lead to this result.In terms of theses issues,based on the traditional teaching method and constructivism teaching,and education theories,this paper personalizes the review strategies for Senior Three students in rural areas.Firstly,study the outline of examination thoroughly to aquire the main points in exam.Secondly,strenghthen students’ basis with the proper uses of teaching materials.Thirdly,improve students’ skills of problem-solving by exercising.Fourthly,improve their abilities to handle all kinds of exam in different exams.Lastly,construct the network of knowledge with mistakes.Meanwhile,this paper adopts the "elective 4-4 coordinate system and parameter equation" as an example and explains the procedures and processes of implementing the above reviewing strategies in detail.In the end,our research takes the method of comparison and contrast to conduct the experimental study,which has been divided into two stages and will last for five months.Students with similar learning habits,scores,and mathematics learning abilities are selected as our subjects and then divided into two classes,the experimental class,and the control class.In the first stage,the aforementioned review strategies will be employed to students in the experimental class,and the gained experimental results will be processed and analyzed.The findings show that the experimental class’ s test scores are 5.7 higher in test scores and 3.92 higher in the average mathematics learning abilities than the control class.The same review strategies will be used in the second stage to both the experimental class and the control class,with the results being analyzed at the end of this stage.The final findings indicate that both the experimental class and the control class achieve an increase of more than two points,and narrow the differences.It can be seen that the proposed review strategies can improve the review efficiency of senior three students in rural high schools and should be spread in rural high schools.This study also has some reference significance for teachers who are teaching senior three students in rural areas.