The difficulty of mathematics in the second year of junior high school is not a sudden increase, but the learning efficiency formed in the long-term learning process, the concentrated embodiment of the gap in independent thinking ability, some children can only calculate, need to be told how to do, and get high scores with carefulness, but do not know why, some children pay more attention to thinking, more concerned about why they do it, rather than how they should do it.
In the six years of primary school mathematics, the difficulty rises very gently, but this process is a process of establishing independent thinking from 0 to 1, and the learning intensity is small and there is more free time, not to let the chicken baby learn first, but to maintain students' sufficient independent thinking time, stronger learning interest and higher learning efficiency.
It seems that you can make the most of your time and keep a perfect score without making mistakes, but in fact, the difference between a score of 100 and a score of 98 is not that big, but the learning efficiency and interest, as well as the ability to think independently, have changed a lot. Excessive occupation of children's time that should be resting is not in line with the growth and learning rules of children in lower grades.
For most children, long-term extracurricular training will increase the resistance to learning, and this internal consumption will gradually accumulate, and it will be easy to concentrate when there is an inflection point in grades, and the second year of junior high school is often this point in time.
Many parents excessively pursue the advantage of rushing and learning the content of the upper grades first, but the children are half-understood, although they can do the right questions, but rely on simple problem-solving skills, rather than relying on the links between knowledge points and thinking support.
In the first year of junior high school, there has been a gradual difference in thinking ability, but it is not obvious in the grades, such as the understanding of algebra, the understanding of inequality, the analysis of the moving point of the number axis, some students just follow the routine to make the problem, without establishing the corresponding way of thinking, it seems that the results are not much different, there has been obvious thinking stratification, after entering the second year of junior high school, smart children can still learn and solve problems through the way of thinking, and in the process to obtain thinking ability and then improve, on the contrary, they are facing greater learning pressure.