Status of 0 1

Grasp the rhythm

Exclusive cheats: small pieces of paper method!

0 1 current situation students, what was your review round? Before the third year of high school, I was full of ambition and made up my mind to work hard for a year, and I turned over against the wind-Gan Kun was undecided, and you and I were both dark horses! So, you make a plan to complete the school task in a round of review, and at the same time, check and fill in the gaps according to your own situation and summarize the problems. But the reality has given you a heavy blow-obviously there are only three and a half hours of evening self-study, but teachers in all subjects feel that each subject has an hour, and they are crazy about assigning homework; Obviously, the recess is already very short, and the teacher likes to drag his feet and come to class just after ringing the preparatory bell; I obviously feel that I have worked hard, but I am still "dragged away" by time ... In desperation, staying up late to do homework has become the norm, but the study plan is still difficult. It's just that some students around you practice a set of comprehensive questions for two days, some practice multiple-choice questions every day, and some brush comprehensive questions regularly every week ... You are flustered, confused and desperate when you see that your grades are not improving or even falling. You know it's important to master your own rhythm, but watching yourself lose control of your study a little bit is like watching yourself be submerged a little bit. This is my real senior year. What is the beginning of my review round? There is still time to sum up after finishing homework, which can also promote the synchronous practice of classified training of college entrance examination for several students. After officially entering the third year of senior high school, homework became more and more difficult. The courses and homework tasks of Beiqing class affected the completion of homework, so that it basically became normal homework, weekend homework+math class+sleep, and there was almost no time to summarize, let alone walk and practice. But I never brush topic flow. In my learning strategy system, the examination paper is used for "physical examination". What is the purpose of "physical examination"? Time to take medicine! "Taking medicine" refers to targeted review training. My main problem is that I can't take care of my school homework. I study in the North Qing class with two subjects, math and chemistry (two classes a week, about an hour's homework every day) and study by myself-I can't even finish taking medicine after my physical examination every week, let alone practicing, and I can't physically stay up all night to buy time-I will be very sleepy and my brain will be a mess the next day. For me, not being able to complete the step of "taking medicine" is far more fatal than not having time to brush the questions: I know I am sick, but there is no way to solve it, so I can only wait for it to deteriorate or heal itself. So I quit Qingbei class and wrote a thousand-word application to the math and physics teacher in Qingbei class. I hesitated and hesitated, but finally I chose to give myself more room for self-struggle, be responsible for myself and fight on my own, because learning is the most targeted only if I know my weaknesses best. Grasp the rhythm I use the secret of grasping the rhythm is to seize the fragmented time, so as to set aside my own time for the prime time of evening self-study. How to grab the debris time? Using the idea of "whole process optimization", the four links of classroom, review between classes, after-class inspection and after-class review are optimized. To understand the whole process optimization ideas, please read the article by Zhihu strategist @ Ye Xiu. Exclusive cheats-small pieces of paper method! Its principle is: make full use of fragmented time, steal time from class, repeat memory many times, and use problem-based learning method to help us forcibly "extract" information during the memory process, thus deepening memory, which is in line with the physiological process of the brain to establish long-term memory. Knowledge points are recorded in the text of the class notes, keywords are written in the sidebar and bottom column summary, and textbooks and teaching AIDS are added to the class notes. If the bottom column summary part can't be written, post a post-it note. Take out a few pieces of paper in class, take notes, and write down the questions of important test sites on the paper. You can write it down with symbols. If you are too late for class, try to finish it within 10 minutes between classes. For example: aluminothermic reaction: phenomenon? Thermite? Ignition agent? Combustion improver? Pay attention to Mg, okay? Pay attention to iron oxide powder? Pay attention to the proportion and function of aluminum powder, good iron oxide and magnesium? What are the points and functions of funnel overlap? What are the main points and functions of fine sand? What should the equipment stay away from? This principle has three applications. What is the trigger action? Electron transfer in the reaction of aluminum with water? Aluminum has two uses. Alumina has two uses. Substances that can react with both hydrogen ions and hydroxyl groups, 6 points. Three schemes for preparing aluminum from aluminum, hydrochloric acid and sodium hydroxide. Which is the best? Why? There are 4 kinds and 6 kinds of ions that cannot coexist with aluminum ions. There are four kinds of ions that cannot coexist with metaaluminate. When barium hydroxide is added to alum, when the sediment mass is the maximum, when the sediment mass is the maximum? (3) Notes that can be sorted out in class when marking papers and exercises are sorted out in class. It is recommended to use a palm-sized tearable notebook-this is another form of small paper. Take chemistry as an example, chemistry has many fine knowledge points that need to be accumulated: the answering system (structured answering routines) and the expression of big questions (when you can't get out the template at first, copy the same questions and put them together, and you will know the difference after reading more. If you don't understand, you can ask the teacher, "Why don't you write this question?" Why write this question again? ), easy to make mistakes, small knowledge points (don't be afraid to copy it again. If you copied it before, or even copied it repeatedly, it means that you have taken a lot of tests on this knowledge point and you have forgotten it. It is worth reviewing in a small notebook. Manually divide the area in the notebook-you can fold the corner and label it, as long as you can separate it-and record the answering system, the expression of big questions, the points that are easy to make mistakes and the small knowledge points respectively.

Second, the correct thinking of a round of review

0 1 Introduction

02 thinking

03 practice brushing and wrong questions 0 1 In short, there are four points: first, lay a good foundation and form a knowledge system (good summary habits); Second, check for leaks and fill gaps, and practice reflection (a good habit of reflection); Third, rational planning and stable comprehensive management (good examination strategy); Fourth: long-term persistence and stable strategy (good learning mentality). Take physics as an example. The first point: the knowledge system is the framework that is often said. You should relate all the formulas, their use and applicable conditions, their derivation process, their inferences, secondary conclusions and so on. , block to establish a clear framework. This seems complicated, but in fact, the knowledge of physics is the least among the six subjects. The second point: It is most important to lay a good (solid) foundation in a round of review, so we must avoid blindly brushing the questions. A round of evaluation needs to check for leaks and fill gaps. Every time you face your own weak plate, you should invest time in thinking, make a breakthrough in orientation, brush the questions accurately, and summarize and reflect. Blind sea tactics consume physical strength and destroy confidence. After the exam, it is even more necessary to re-set! The third point: in the comprehensive volume, my order of doing the questions is: biology elective+multiple choice questions all+physics single subject+biology big question+chemistry big question. No matter how you arrange it, you'd better do physics first and then do the big questions of biology and chemistry-unless you are very confident in your physics, don't put physics in the last subject. Why do you say that? First of all, physics subjects are arranged in this order in the test paper, and it is easy to miss and read the wrong questions when you turn over the paper frequently, thus creating panic. Secondly, we must leave enough time for physics. What do you mean, stay enough? At least you don't have to look at the last big question. Most physical problems are systematic. Generally speaking, the first question won't, the second question will, and the third question is very annoying, because it requires you to have a coherent train of thought. It is a fact that big problems in chemistry often need to be read continuously. However, if you really have no idea in physics, it's hard to tell. Chemistry can also be guessed, fill in the blanks. Physics wants to have ideas, except for the usual accumulation, the examination time is not enough. The time planning of comprehensive management needs to be weighed and considered by itself. At first, don't worry. It's normal not to grasp the time at first. As long as you constantly sum up your experience, you can always find a strategy that suits you. The fourth point: after choosing a more suitable long-term strategy, don't start to doubt yourself, break out of mind and make big changes to the strategy because of one or two fluctuations in performance (fine-tuning is ok). If you want to find the best way to start, you will never start. It's normal to be in a bad mood, but the time you can allow yourself to be influenced by emotions should be gradually reduced. In terms of emotional control, it is better to make progress than yourself. Thinking about building a knowledge system? No, you need to build an answer system. First of all, I need to point out a problem: in fact, what you really need to build is not a knowledge system, but an answering system. Take chemistry as an example. Of course, knowledge points need to be memorized, but it's not like memorizing mind maps. After seeing an element, all the test sites of this element, including all commonly used equations and their various forms of physical and chemical properties, are transformed into each other. I have memorized them all, and there is nothing bad about them. After sorting out such a mind map, you should try to review it according to the forgetting curve and make sure to remember it. Excuse me, can you do it? Even those around me who established diplomatic relations with Zhejiang in the northern Qing Dynasty did the same. What is the difference between establishing an answering system and establishing a knowledge system? Establishing an answering system means that after you see a question, you can immediately think of the possible direction of answering this question and the possible pit of this question. For example: industrial process: the advantages of high temperature are: ① accelerating the reaction speed; ② Increase the equilibrium movement of endothermic reaction; (3) increase the equilibrium movement of pressure under the condition of constant volume; ④ promoting hydrolysis and precipitation; ⑤ Increase the solubility of colloid (hot water when washing/boiling when dissolving); The advantages of low temperature are: inhibiting hydrolysis (especially metals); ② Prevent decomposition (NH4HCO3, H2O2, etc. ); ③ Prevent volatilization/increase the solubility of gases (NH3, CO2, Br2). You don't need to use HBr to reduce the solid solubility, separate impurities/precipitation products (cold water washing, crystallization precipitation) ⑤ Liquefiable products such as SO3, NO2, NH3 ... all these need to be accumulated in your usual study exams. Take a small notebook and record the answer system according to the order of the questions in the chemistry test paper. Remember to leave enough space for each question. Use a small notebook, which is convenient for you to recite in a short time, and also convenient for you to take notes in class. 03 practice brushing and wrong questions 1. Brushing questions For brushing questions, you need to be clear: Do you need to brush questions now? What questions to brush? How to brush the questions? Q 1: Do you need to brush the questions? The purpose of test paper or multiple choice/experiment/subjective exercise is to test what you can't do, practice the rhythm of the exam and improve your proficiency. The purpose of special training is: directional practice and fixed-point breakthrough. Do you need to use them to brush the questions? Is it better to spend this time reviewing wrong questions, summarizing problem-solving skills or mistakes, and reviewing problem-solving skills or mistakes? Q2: What questions should I brush? The first is the real question of college entrance examination. Unless you really understand every real question completely-not only do it right, but also dig test sites and do it yourself in the background of this question. The second is the simulation questions carefully selected by teachers, the simulation questions of top 100 famous schools, and the simulation questions of large-scale examinations in provinces and cities. These simulation questions are of high quality. If you buy a teaching aid casually and do simulation questions indiscriminately, it is easy to be misled by low-quality simulation questions. Q3: How to brush the questions? Train regularly, less than during the exam. For example, in an exam, it takes 40 minutes for you to complete multiple-choice questions, so you should regularly complete them within 35 minutes. Summarize after brushing the questions. Refine the question type+problem solving skills+typical characteristics of the topic+examples. Examples don't need to be memorized, just write them in a loose-leaf notebook for deliberate practice and review. You can't copy teaching AIDS. What others have summed up can't leave a very deep impression on your little brain. When you get to the college entrance examination, you may be so nervous that you forget everything, all by instinct. You don't even need to be confined to the form of "mind map". Making a list is also a good way. The key point is that you need to repeat and practice the college entrance examination questions deliberately, so that the "question type+problem-solving skills+typical characteristics of the questions" you summed up can form an instinct, so that you no longer need to deliberately recall the framework you summarized, but can directly find out the problem-solving skills you need to use and solve problems through the typical characteristics of the questions. Take mathematics as an example to restore three views: two or more views are vertebral bodies (generally, it is enough to restore the bottom surface of a triangle), three triangles are triangular pyramids (just find four points), two triangles, one circle is a cone, one square+two triangles are quadrangular pyramids (five points), and two or more rectangular cylinders (as long as the outer contour is like a row, the figure of eight is generally a cutting body) After brushing the questions, it is necessary to accumulate the answering system of general subjects (big questions, easy to make mistakes, frequent test sites, structured thinking). 2. Wrong questions ① Step 1: Analyze the reasons for the wrong questions. If it really won't, go to the next step. If the process is not rigorous, practice writing standard processes. (You can skip the following steps. If there are many mistakes, use a notebook to record your own mistakes, including but not limited to: misunderstandings in thinking, omissions in thinking process, mistakes in calculation, careless examination of specific questions, misreading or misreading a certain number (such as "3 and 5", "2 and 7"), and the formula is written so long that even if the symbols are missed on the draft paper, it is copied wrong ... If it is easy to copy the wrong numbers, There are some, you need to use the fragmentation time and the last time before the exam to review the mistakes in this little book. When taking the exam, remind yourself appropriately on the draft paper-for example, every time I take a comprehensive exam, I will write two big characters on the draft paper at the beginning of the exam, plus an exclamation point: "Vector! ! ! "(You can skip the following steps. (2) Step 2: Analyze the difficulty of the topic. The proportion of a normal college entrance examination paper is 7:2: 1 (simple: medium: difficult). You think the problem is simple. In addition to the real simple question, there is another possibility: it is actually an intermediate question or a difficult problem. You think it is simple only because you read the standard answer/listened to the teacher's or classmates' explanation/saw that many students did it right. If it is a really simple question, you can't learn it, not because your IQ is defective, but because you have important omissions in one or even several knowledge blocks. You can analyze the answer first (you can ask your classmates and teachers for help), find all the knowledge points of this question, learn the knowledge points through textbooks, notes, teaching AIDS, explanations from classmates or teachers, and then do this question, and consolidate the practice through the real questions of the college entrance examination. (Mathematics recommended Zhu Haokun's "Full Brush 2000 Questions", featured college entrance examination questions, and explained the training in different sections. If it is actually a mid-range problem or a difficult problem, I have two suggestions. The first suggestion is that you can put the problem-solving aside until you have the ability to solve the intermediate problem stably (know eight methods from ten methods). The second suggestion is that the process of learning it is divided into five steps: dissecting the answer, restoring the answer, redoing the same day, deliberately practicing and reviewing later. The first step, dissecting the answer, means that you need to understand the logic of each step in the answer (you can't think of it for a few seconds)-why did you choose to do this? What is the basis of knowledge points and methods? Is there any other way? Why not use another method? And annotate it.

The second step is to restore the answer, that is, you need to close your eyes in your mind and recall the key steps of the whole answer-you don't need to remember the numbers, but the key skills (such as "the whole substitution of Vieta's theorem" and "changing xx into X, paying attention to the range of values"). Don't learn by rote, but understand according to the comments just now. If you really can't remember, you can read the comments-but only this step, and then recall the answer from the beginning. Until you can completely find the answer in your mind. The third step, redoing on the same day, refers to redoing this problem after restoring the answer, or in leisure time such as studying in the evening. If it gets stuck, look at the key steps written in the "Anatomy Answer" until it can be done smoothly. The fourth step, deliberate practice, refers to finding similar topics-preferably college entrance examination questions-on the same day or in the middle to practice. The fifth step, follow-up review, is to review according to Ebbinghaus curve as much as possible. But if the frequency of review can't be so high, review it once this weekend and again before the month exam. Until you can do it right again when you review. If it is 1, it may take half an hour, an hour or even longer to "learn the answer", but the more you use it, the more proficient you will be. The third suggestion is that if it is not a college entrance examination question, or at least a municipal unified examination question, there is no need to struggle unless the teacher asks. Only by completing the step of "anatomical answers" and finding the corresponding college entrance examination questions according to your key skills of anatomy can you complete the five steps of learning questions. ③ Step 3: Not all the wrong questions need to be included in the wrong book, so review them in time. The real college entrance examination mistakes need to be reviewed, and the quality of large-scale school exams (monthly exams and the like) is ok. It is necessary to review homework at ordinary times. If the teacher insists that all the wrong questions should be added in the wrong book, it doesn't matter, just mark the questions you need to review. Mathematical physics may need to review more questions, but it also needs the accumulation of answering system. Chemistry is a little less, mainly because of the accumulation of answering system (large number of questions, easy to make mistakes, many test sites, structured thinking). Chinese and English biology are basically accumulation problems. The wrong question is not the key, but what you accumulate from the wrong question is the key. Third, a round of quick review skills-general 0 1 theoretical basis 02 practice 0 1 theoretical basis First, let us understand three important concepts of "cost" in economics: opportunity cost refers to giving up the maximum value of something else in order to get something; In the face of alternative decision-making, the highest value of abandoned options is the opportunity cost of this decision. Sunk cost refers to the cost that cannot be changed by any decision now or in the future because the past decision has already taken place. When people decide whether to do something, they should not only look at whether it is beneficial to them, but also whether they have invested in it in the past. We call these irrecoverable expenses, such as time, money and energy, "sunk costs". Marginal cost is the cost to be increased for each new unit product; Marginal income is the income you can increase by selling one more product; Marginal products are the more output you can get with extra investment; Marginal utility is the new enjoyment you can bring when you consume one more unit of goods. The increase brought by the increase is called marginal. Simply put, marginal cost logic: Generally speaking, if you want to take an exam, you need to work hard for 500 hours. If you want to be admitted to 985 University, you have to work hard for 2000 hours. You have to work hard for 5000 hours if you want to be admitted to a top university in 10. If you want to keep your grades on the admission line of Tsinghua Peking University, you have to work hard 10000 hours. In other words, the marginal utility of your efforts is diminishing. You draw an xy function diagram, where X represents your study time and Y represents your ability score. You will find that the productivity growth curve you finally draw is particularly steep at the stage of 0-20 on the X axis, and becomes more and more gentle at the stage of 80- 100. Now, do you realize what is the most cost-effective study? Is every subject, first learn this "0-20" well. What is the 28 rule? The 28 rule is that 20% of the part determines 80% of the effect. So, what is the 28 th rule in learning? Is to use 20% of the effort to learn the part that determines 80% of the effect. Look at this logical correspondence: we spent 20% of our time and energy and learned 20% of our knowledge, but it is equivalent to mastering 80% of a field. On the surface, we worked hard for 20% and learned 80%. But in fact, we just try our best to learn 20% knowledge. In other words, crash is still not happy at all. Only we can learn more accurately. Practice knows how to learn accurately, and you will understand the collapse. And accurate learning requires you to study the real questions of the college entrance examination for at least five years. The five-year examination frequency summarized by teaching assistants in the market can only be used as an auxiliary tool. If you really want to know what the college entrance examination is about, you must study the real questions of the college entrance examination yourself. There are differences in the research methods of college entrance examination questions in various subjects. Answer chemistry here. The real questions of college entrance examination and large-scale diagnostic examination are worth doing. Just like a picture. For question 7, find out the source of each option in the book and review the relevant knowledge. For other questions, make clear and record every unfamiliar and vague test site, and record the standard answer to every big question you wrote wrong, the pit you stepped into or almost stepped into, and every accumulation point that can be added to the "answering system" notebook. For example, my experiments at that time were very poor, so I marked the page number of the book on the decomposition experiment of paraffin oil in question 8 and every experiment in question 1 1, and also marked a lot of questions-these are actually the questions I raised when I analyzed the test sites. When you see this problem, it gets this, but it only gets a small part of this experiment/this compound/this process. It may get something else next time. You need to read the book/notes again, ask questions and answer them yourself.

Big Pit in Senior Three-A bottomless pit of mental loss 0 1 Complaining 02 Self-denial 04 Fear of difficulties "mental loss" (see Zhihu strategist @ Ye Xiu's article for details) is your biggest enemy in improving learning efficiency and effectiveness. Complaining, answering, self-denial and fear of difficulties are the four bottomless pits of spiritual loss. They do not exist independently, and can even appear in a scene. Imagine such a scene-a monthly exam is over, but there are some biased, difficult, strange and even wrong questions in the monthly exam, and the teacher corrects them late, which causes you to get stuck on that question for a long time. After the exam, your deskmate began to complain: "What the hell is this question? Don't blame it, there are still wrong questions! This is a waste of our time! " Your backstage connection: "Yes, yes! Didn't the teacher know to check before giving the question? " As soon as you listen, you can't help but join them: "I'm afraid the teacher didn't just find a paper online!" " "Everyone started a heated" discussion ". When you react to study, you suddenly find that ten minutes have passed! At this time, your deskmate began to compare answers with you again. You find that your two answers are different, and your heart is tight. You hurry backstage and find that the answers of the three people are different! So you panic even more and look for answers everywhere. When you have almost answered all the questions you think you are not sure about, you find that you have made many mistakes, and a burst of despair comes to your mind. Then you look up at the clock-half an hour has passed! You are even more desperate. You pick up the book and find that you can't learn. At this point, the deskmate just asked how you did in the exam. You are sad to say that you didn't do well in the exam, and your deskmate's face says I can't believe it. You two bet who scored the lowest is grandpa! Forty minutes have passed since you finally picked up the book quietly. You regret that you have once again fallen into meaningless discussions and answers, and you are upset. You have done a few questions, which look simple, but in fact you can't even do them at all. When you think about poor grades, teachers' punishment, parents' disappointment, and classmates' ridicule after grades come out, your thoughts will be even more confused. Look at these questions again, "I can't learn anyway! "Even the simple questions are wrong, and the difficult questions can't be done, so I forgot to learn the intermediate questions ..." You put down the book, you picked up your own wrong physics book, stumbled over a topic, looked at the symbols like ghost symbols, and gave up feebly: "Physics is really too difficult for me to learn ..." You were depressed, and the learning efficiency of the whole evening self-study was very high. Complaining, answering, self-denial and fear of difficulties all appear in this scene at the same time. Maybe this is a bit exaggerated, but you must have complained, heard or checked your answer, denied yourself, feared difficulties and didn't want to think about ... how to solve it? The answer is: re-quote. The difference between review and summary is that review is dynamic, a deduction of what happened, and a process of thinking and writing down solutions. For example, when you re-test, you need to read the test paper, ponder and recall your own test process and the teacher's comments, and keep talking to yourself: What problems did the whole test paper encounter? Where do you hesitate? Why hesitate? What do you think of the problems here? What were you thinking when you did this problem? What do you think? What do you think? ..... You need to keep an exam diary and make various marks on the test paper. Your thinking needs constant recovery and correction to get closer to the right path. So is your recovery from mental loss. When you encounter mental fatigue, use a special notebook to record your dynamic recovery, record the scenes and solutions, and try to browse it every night before going to bed-you don't need to remember, just watch. Don't force yourself to make a mistake once, and don't make it again next time. Even if you wake up one minute earlier than last time, it's progress and it's fortunate. Thank you, after reading it. I am Elbow, a college entrance examination experience sharer. We all have some "learned helplessness" moments, when we feel powerless, anxious, fearful or frightened, and even when we feel that no matter how hard we try, we will give up on ourselves. But this must not be the whole of life, nor the whole of the future. This is not a sign of the failure of the college entrance examination, but the beginning of the victory of the college entrance examination. Then, go on with "abundant enthusiasm and faith" and tell yourself, "I am a self with unlimited possibilities and hopes." I am willing to encourage you. Good luck in the college entrance examination. 202 1.6.22 supplement: Zhu Haokun is controversial, but whether this set of books is good or not is two different things. There are also many words on teaching AIDS such as golden papers, apes, required questions, and examination questions to promote their own series of books and talk about learning methods. There is no essential difference between 2840 and these books. They are all teaching AIDS. For 2840, my evaluation is: why did the real question 2000 > flurry 40 > win 800 but put flurry 40 in the second place? Isn't it just a split college entrance examination volume? No, the essence of Blast 40 is just the method of dividing papers mentioned by Brother Kun in this book. 40+40+40 is the basic configuration, you can change it according to your own situation! For example, I am 20+40+60. However, it doesn't matter whether you buy Blast 40 or not. The important thing is that this method can be practiced directly with the college entrance examination paper. "Win 800" is the one I use the most among the three books, and it is also the one that I think has the biggest gap with Ge Kun's propaganda effect. If the foundation is poor, you should finish brushing 2000, but don't brush the whole book two or three times, mark the wrong questions the second time, and do the wrong questions the third time ... It's just a selected exercise book for college entrance examination questions, so you should use it to lay a solid foundation instead of letting it dominate your thoughts. Win 800, if you have spare capacity, start from your weakest section, not in book order. You can skip five Chili questions first. It's just a selected exercise book of college entrance examination questions. You can't get 100 if you thoroughly understand 2000, and you can't get 150 if you thoroughly understand 800. It is impossible to write all the methods of college entrance examination in 2000 and 800. Again, don't do the simulation questions blindly, but choose carefully. True college entrance examination questions/simulation questions of top 100 schools or top schools in the province/simulation questions of large-scale provincial and municipal examinations > simulation questions selected by our teachers (if you are not a student of top 100 middle schools or top schools in the province) > simulation questions on general teaching AIDS.