The first year of junior high school is trained, and the first year of junior high school mathematic

If a b 0, then ab > 0, b(a-b) > 0, if b 0 a, then the jujube circle ab < 0, b(a-b) < 0, if ab 0, socks rock good a+b 0, then a > 0, b > 0, if ab 0, a+b 0, and a-b 0, then a < 0, b > 0, the absolute value of lead a < the absolute value of b.

How to have a good practice class.

1. Practice class teaching should have clear teaching objectives. First, it is necessary to study the course standards in depth and determine the key points and difficulties of the teaching materials at this stage; Second, it is necessary to study in depth the actual situation of students' learning. The classroom teaching plan of the practice class should highlight the key points and break through the difficulties.

In the process of designing the teaching of practice courses, it is necessary to determine the content of the exercises according to the requirements of the teaching content and purpose, in accordance with the principle of step-by-step, and scientifically design the exercises.

2. The selection of examples should be typical, novel and hierarchical.

The class design of the practice class should be reasonable in the selection of examples and practice questions. First, it is typical to help consolidate and master basic knowledge and basic skills, and to improve the ability to solve problems. Second, the difficulty of selecting the topic is too difficult, which exceeds the thinking capacity of most students, which will affect the progress of classroom teaching, and too much is not conducive to stimulating students' thinking motivation.

Multi-level practice can promote students to consolidate the knowledge they have learned and promote the transformation of skills, so as to achieve the purpose of imparting knowledge, developing intelligence and cultivating ability.

3. The design of the exercises should be closely integrated with the exercises in the textbook. "Textbook exercises are the mainstay, and extracurricular exercises are supplemented". According to the teaching content, teaching objectives, and students' actual situation, the textbook exercises can be appropriately combined and adapted in the form of exercises.

In the comprehensive exercises, the difficulty of the textbook exercises can be appropriately increased and comprehensive training can be carried out. When there are too few exercises in the textbook, or they have already been processed, it is necessary to increase the amount of practice according to the information feedback from students and the actual teaching practice, and the exercises can be supplemented appropriately. The secondary development of teaching materials is also very meaningful, teachers should cultivate students' sense of innovation, first of all, teachers must have their own sense of innovation.

4. Arrange the amount and time of practice reasonably. The number of exercises should be determined according to the requirements and difficulty of the teaching content, to ensure that the basic knowledge can be consolidated and the basic skills can be formed, and to reduce the burden on students, especially to avoid mechanical repetitive exercises, and reduce students' interest in learning. Therefore, the design of exercises should also pay attention to the psychology of students, create scenarios, and improve their interest in learning.

If the exercises are creative, innovative, practical and interesting, they will surely make students happy and encourage them to think positively, so as to experience the joy of success in finding true knowledge and increasing their talents.

5. Exercises should be targeted. It is necessary not only for all students, but also to strengthen the guidance of classification. At any time, in any class, there will be differences.

When practicing, regardless of the weight of the exercises, the difficulty of the exercises, or the length of the practice time, the teacher should take care of the needs of the majority of students and different students according to the actual situation of the students. Make sure that students who study well can eat enough, and students who study poorly can eat.

How to have a good practice class for the first year of junior high school, we do a preview before the practice class, record the questions we don't understand, ask the teacher again during class, and review it when class is over.

There are also some teachers who simply repeat the usual teaching content like a movie; Some teachers think that revision lessons can be tight or loose, more or less, and there are no hard tasks.

In fact, revision is an important part of teaching. Learn from the past. Through review, students can sort out the unit knowledge system they have learned, so as to deepen their understanding, master the system, improve them comprehensively, and apply them comprehensively.

At the same time, the total review can check and fill in the gaps, and allow students to draw inferences from one another, so that the total review can make up for the shortcomings of ordinary teaching, and can also make up for the omissions in ordinary learning. Through the total review, the overall knowledge level of students is improved, the intelligence and ability of students are developed, and the quality of teaching is improved on a large scale. This requires teachers to conscientiously formulate practical review plans, carefully prepare review lessons, carefully design lesson plans, study review methods, and improve the quality of review lessons.

From this point of view, in order to take a good review class, the teacher's task is heavier, the pressure is high, and the requirements are higher; Students study more intensely and at a faster pace in review classes.

2. Set review goals and pay attention to pertinence.

Revision goals should be set based on the curriculum standards, textbook requirements, exam instructions, and students' realities. The goal setting is to grasp the main knowledge points, ability points, and test points, and work cognitive goals, and to clarify the level of thinking (recognition, understanding, understanding, and application) that these points should achieve in an unsealed environment. Not only the results, but also the processes and methods, emotional attitudes and values, enhance the student experience.

Only in this way can we ensure that teaching and learning are highly targeted, and can we help students use the methods of connection, comparison, and induction to consolidate their knowledge from a new cognitive height. It must not be aimless, class after lesson, mechanically repetitive. Detached from the actual situation of students, so that students cannot figure out their heads in the heavy review, will not draw inferences from one another, and will not be able to use them flexibly, the consequences are very terrible.