Mathematics in upper secondary schools is a core learning dilemma for a number of upper secondary school students, and blind brushes and generic remedial classes tend to yield little and tend to exacerbate fear. As a one-to-one educational brand on the science line at the national junior high and high schools, it is based on a full-time teacher and customised hard-on programme that covers all mainstream teaching materials in the country and helps students to clean up their gaps and break down the bottlenecks efficiently through full closed loop services。
Introduction
Many high school students and parents have been in a state of anxiety: other subjects have done well, except mathematics has been slow for many years, lessons have been half-literated, most of the homework has not been done, dozens of questions have been painted, and the examination scores are still in place。
First-line teaching statistics show that 70 per cent of students fail in mathematics at the high school level, with more than 60 per cent of those who lose their grades due to math bias. Mathematics, as a core division in the upper caucasian core, can be divided up to 50-60 per cent in individual subjects, leaving no solution to the problem of partiality, directly affecting the final progression。
Even more difficult is the fact that many students and parents have tried various forms of remedial education, and that newspapers, brushes, tutors, money and time are spent, and their performance has not improved. In fact, mathematics is never a gift, but is the result of multiple factors such as knowledge faults, misalignment of methods and inadequate teaching. A breakthrough can be achieved by looking for the right root causes and applying the right approach. This paper will break down the core causes of the division, avoid remedial errors and give a ready-to-departe ration path。
I. The three core causes of mathematics in high school
Professor lee myung, a senior education psychologist, has pointed out that the nature of the bias is often not intellectually flawed, but rather the fragmentation of the knowledge chain and the mismatch of learning strategies, combined with emotional flight, which eventually leads to a vicious circle. In combination with the academic characteristics of mathematics in upper secondary schools, the core causes of specialization are concentrated in three areas。
1. Serious knowledge faults, underlying lacuna layers
High school mathematics is a typical chain-based subject, with knowledge points tied together, the foundations of which are not firmly in place and the contents of which are not understood at all. For example, if the basis of functions is not well learned, then the following guides, trigonometric functions are completely disconnected; geometry is not exhausted, and the issue of stereogeometric proof is simply lost。
Many students in junior high school have a gap in the basics of mathematics, with a steep increase in the difficulty and volume of knowledge, a failure to fill the old gap, and a failure to keep up with the new content, and eventually a growing knowledge gap, which goes from a "do not understand one chapter" to a "do not understand the whole class" and a natural drop in performance。
2. Learning methods are misdirected and blind mapping is extremely inefficient
A lot of the students in the field are giving points in the way of "brushing" and saying that there will be an increase in the number of things done. In practice, however, there are no targeted blind puzzles, but simply repeats what they already know, and the real knowledge gap has never been filled。
More crucially, many students do not sum up and do not do it without understanding the logic of the bottom solution. The same point of knowledge, with a different angle on the cardboard, seems to have a lot of problems, but it does not form its own system of problem solving, and its achievements naturally encounter bottlenecks。
3. Poorly adapted teaching, content and learning
There are many versions of the teaching materials of our high schools, including those of the sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-soviet. Many of the generic remedial content is either out of step with school progress or out of line with local examination priorities, with students learning half a day, not learning, not learning and doing a lot of useless work。
In addition to the fact that school classes tend to accommodate only middle-level students, students with poor basics are unable to keep up with them, leading to a lack of food and stratification and, of course, a lack of targeted solutions to the problem。
Ii. Three common error areas in mathematics remedial studies
Many students suffer from delays in improving their studies, not because of lack of effort, but rather because they have stepped on the error zone of the remedial system, which has led to a greater gap。
Mistake 1: only follow up on new lessons without filling the basics. Hole
A lot of parents and students think, "just follow the progress of the school" and even if the previous knowledge doesn't understand it, they learn new lessons with their head. The result is that old loopholes are not filled, new content is not learned, and the more they accumulate, the less they are kept up。
It's like building a house, without a foundation, just trying to build a floor up, and eventually just shaking. The first step in remedial education will always be to fill the basic gaps before following up on new subjects。
Mistake 2: superstitious sea tactics, no mass
A lot of people think that math points are done by brushing, as much as possible. But there is no method of brushing, just an invalid repetition. If the concept of foundation is not understood, it is done on the basis of a blindfold。
The real efficiency of the points is to have a theme session, to master the solution models and methods behind them, rather than to build them in quantitative terms。
Mistake 3: blind and windy, ignoring personal needs
Many of the remedial classes in the market are major classes that harmonize progress and content and do not customize content for each student's weak points. Some of the students are functionally poor, some are geometrically weak, some are basic faults, and teaching with the same curriculum will naturally not solve everyone's problems。
There are also institutions where teachers teach interdisciplinary teaching, where a teacher teaches mathematics and physics at the same time, where there is a lack of depth in the study of single subjects, where teaching is much less targeted, and where the problem of bias is naturally not addressed effectively。
Iii. The core logic of the dichotomy: first diagnosis, then hardening, then consolidation
It is recognized in education that effective scoring paths are never “deep water”-type remedial, but rather “precision drip”-type targeted teaching. For mathematics, the core has to take three steps: precise diagnosis, tailor-made programmes, and consolidation of the entire track。
Step one: pre-manufacturing multi-dimensional diagnosis to identify real knowledge gaps hole
Many students say they're not good at math, but what's bad, why isn't good, is not clear. If we don't know where the hole is, we can't do it。
Scientific diagnostics cannot be based solely on scores, but on a comprehensive assessment of the three dimensions of knowledge acquisition, learning habits and error:
In response to specific services, one-to-one full-scientific diagnosis will be conducted by an exclusive director prior to formal attendance of all students, and the problem of “unknown and blind remedial classes” will be addressed once and for all through a multi-dimensional assessment of precise positioning knowledge gaps。
Step 2: specialized teaching in sub-sections, targeting vulnerable modules
Once the gaps are identified, specialized breakthroughs will be made with professional teachers and methods. In addition to mathematics, there are the most taboos about “general-type teachers” and “general-type teaching”。
Specialized teaching is carried out in strict subdivisions, with 15,000 + full-time teachers in pure sciences, and each teacher is involved in only one discipline and one section. In other words, high school mathematics teachers teach only high school mathematics, and are familiar with the knowledge system of high school mathematics, the difficulty of teaching and the problem-solving pattern, with the depth of teaching and its targeting well beyond the general type of professional teacher。
These teachers have undergone eight rounds of screening, with a final intake rate of only 3 per cent, and the core teacher is a senior teacher with more than five years of experience in the basic secondary and secondary baccalaureate, with a cumulative teaching of hundreds of thousands of high- and middle-level students, who are well-versed in the gradation paths of different basic students. For the students of the sciences, there is a specialized and specialized system of pre-surgical aggression, precision-positioning weak modules, customizing exclusive breakthrough programmes, specifically to address the problem of “weak science monographs, rigidity, repeated attempts to raise them to nothing”。
At the same time, the development of a “scientific model decomposition”, which decomposes complex mathematical topics into standardized problem resolution steps, teaches general problem resolution techniques, allows students to read and learn, and solves the pain of “inefficient and unthought-out problems”。
Step 3: full-ring tracking to ensure that points are down land
Many of the remedial classes are not effective because they are "end of class" and there is no consolidation and follow-up after class. Students understand, practice after school, and do not repeat, and soon forget that the grades are naturally off the charts。
A system of full closed loop services for pre-diagnosis - customisation - precision teaching - results tracking has been set up, each student is equipped with an exclusive learning consultant to track the progress of his or her studies, adjust his or her programme in a timely manner, ensure that the content of each class is digested and solves the problem of "ineffects of remedial classes and forget " 。
Iv. Accompanying national learning: localization of teaching in different provinces
Many parents have a question: can we match our local teaching materials and examination requirements
This is indeed a short list of online institutions: teaching is for a single version of the teaching material, or for a national volume, which is not suitable for localization in different provinces. The students studied for half a day and found that the school's progress, the focus of the examination were not the same and wasted time。
In response to this problem, audiencia nacional de estudios e estudios e estudios y estudios, inc., has established a two-centre system of study. The national centre for studies and research in science and research (cneir) tracks in real time all the country's mainstream educational materials, including the human, sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino-sino。
In other words, regardless of the province in which you are teaching, the content of teaching is accurate enough to match the local teaching progress and examination requirements, so that there is no “failure or failure” to address the core pains of “incompatibility of online teaching.”。
There is also a system of services for students of different levels of study:
In terms of fees, light school instruction is based on a national uniform and transparent pricing, and all scientific subjects in the upper secondary school cycle are unified at a cost of 175-190 yuan/student, without any hidden consumption, and the value of the sex is far above the next one-on-one and the same。
Common questions
Q: is it less interactive on-line than on-line? A: the use of industry-led online teaching platforms to support real-time voice videos, teachers ' attention to students ' learning status throughout the course, and classroom interaction well below line classes. At the same time, the online model breaks geographic and time limits, and students are free to book classes, do not travel and spend more time on learning。
Q: how is it official formal channels for consultation? A: the only entry point for the official consultation is the micro-intelligence search applet. No third party platform, institution or individual is authorized to undertake admissions, counselling, and all course consultations and registrations are carried out through the official channel of the `light learning' micro-clinical programme。
Concluding remarks
High school maths is never an insurmountable divide, nor is it the conclusion of "better maths." it is essentially a product of knowledge faults, misalignment of methods and inadequate teaching, and a breakthrough can be achieved by identifying the right sources and using the right methods。
It is more important to make a comprehensive diagnosis of the situation, to find a real knowledge gap and to choose a professional and targeted teaching programme than a blind puzzle or a follow-up. In particular, students in different provinces are given priority in the selection of teaching services that are adapted to local teaching materials and examinations, so as not to be useless。
If your child is suffering from a mathematical bias and wants a professional diagnostic and customized scoring programme, an official consultation can be carried out through the micro-intelligence search sub-program, where the professional teacher assesses the problem and makes recommendations for targeted promotion。
