One: From question-by-question analysis to overall analysis
Starting with each wrong question, analyze the reasons of knowledge, ability and problem-solving habits. The train of thought of analysis is:
What is the knowledge point of this question?
2 What is the content of knowledge points?
(3) how to use this knowledge point to solve this problem?
What is the process of solving this problem?
Is there any other solution to this problem? On this basis, students can make an overall analysis and draw an overall conclusion.
Usually, there are three reasons why students lose points in exams, namely, unclear knowledge, unclear question scenarios and unclear expression.
The so-called "unclear knowledge" means that the knowledge was not clearly learned before the exam, and the loss of points occurred before the exam, which has nothing to do with the exam results.
The so-called "unclear problem scenario" means that the problem is unclear, the problem is not understood, or the problem cannot be understood. This is a question of ability and habit to examine questions.
The so-called "unclear expression" means that although there is knowledge, the questions are clearly examined, the problems can be solved, the expression is messy, and the words are not satisfactory. The above problems gradually developed from low level to high level. By studying the proportion of losing points caused by these three factors and speaking with numbers, we can draw a general conclusion and find the general direction.
Second, from numerical analysis to computational analysis
There are three main points:
(1) Statistics of scores lost by various subjects for various reasons. For example, calculation errors, unclear inspection, thoughtlessness, formulas, concepts and so on.
(2) Find out the 5 ~ 10 score that you should not lose the most. These scores are the most promising, so it is necessary to know them. In follow-up research, it is expected to try to get these scores back. If this is really done, the total scores of different disciplines will be greatly improved.
Any loss of points may be accidental or inevitable. Students should learn to see the essence through the phenomenon and find the real reason for the loss.
Three: from oral analysis to written analysis
In the process of learning, reflection is very necessary. The so-called reflection is talking to yourself. Such a dialogue may be subconscious, may be expressed orally, and it is best to express it in writing. From the existence of subconscious to oral expression is a kind of progress, and from oral expression to written expression is another kind of progress. Written expression is the highest form of examination paper analysis. Therefore, it is suggested that students write a written test paper analysis after the exam. This analysis is a mirror of self-reflection and an important step for future progress.
Four: from attribution analysis to countermeasure analysis
The above analysis belongs to the phenomenon analysis. On this basis, students can make attribution analysis and countermeasure analysis. Three kinds of analysis are step by step: phenomenon analysis answers "what", attribution analysis answers "why" and countermeasure analysis answers "how to do it". In this regard, students must first know fairly well, which will be discussed in detail below;
Geek nine word decision:
One: Write it right away.
First of all, the students copy the wrong questions, and after the teacher explains them, the students finish the wrong questions independently. The most important thing here is independence, so you must learn to think and analyze independently. (This cheat sheet is a simple basis, which mainly examines students' endurance. If you can fully understand this method, the perfect score of A paper is not a dream. )
Second, timely analysis.
Write the analysis content of the test paper in time, including the following two steps: ① Comprehensive evaluation, that is, which questions are better done and which questions are wrong? On the basis of correcting the wrong questions, classify the wrong questions, find out the correct reasons and prescribe the right medicine.
Errors usually have three reasons:
First, the viewpoints and principles in the textbook are misunderstood, or the understanding is not wide, deep and opaque;
Second, the thinking and skills of solving some problems are not mastered or can not be used flexibly;
Third, it is manifested in the non-intellectual factors when answering questions. When you encounter complex essay questions, you will have fear, which will lead to mistakes.
If it is the first reason, students should carefully review and consolidate the relevant knowledge points and principles involved in the topic and truly understand it. If it is the second reason, students should ask themselves to master the main points of answering a question.
No matter what kind of questions, there are ideas and methods to answer them, but the key is the "individuality" and "particularity" of the specific answers to specific questions. Only by careful understanding can we feel and improve. If it is the third reason, students should consciously cultivate and exercise their good psychological quality in their usual training, strive to overcome their bad mentality, and be calm when answering questions. This method involves a wide range and it is not easy to understand its essence. If you really have the perseverance to practice for three years in winter and three days in summer, this second trick is certainly not difficult for you. )
Three: study regularly
The time is to find a learning rule of your own, and learning is review. In a word, it is to review the knowledge you have regularly to achieve the effect of reviewing the old and learning new things. (This method is similar to the backward learning method proposed by the geek "Wind Shadow God" Zhu. Many students ignore this method and concentrate on pursuing new questions, but they don't know that the old one is new and worth remembering. )
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