2. I think two parts are separated. Part of it is the school's teaching progress and homework, which should be followed as much as possible. In addition, you can set aside half an hour or more for yourself every day to complete a cross-teaching task in half an hour, such as sorting out old papers, such as endorsement, such as induction and summary.
In other words, this half hour must be used to finish something that is not to meet the short-term requirements of teachers, but to improve a module for a long time. Every week, you may have a theme or a short-term goal. For example, this week's goal is to sort out the mistakes in mathematics and the common methods of sorting out the finale of mathematics. At the weekend, you can get a feedback on how this goal is achieved.
Which theme or short-term goal should be completed first this week? In fact, you need to measure which is more urgent and necessary for yourself.
In fact, you are in a row here, so refreshing the topic is not that important. Refreshing the topic is only a means, not the ultimate goal. For example, when you take a refreshing test, you actually want to find some omissions that you didn't notice before, or you want to train your accuracy and speed, or you want to train a special topic like analytic geometry.
6. If you really think about it, it actually takes a lot of time to brush the questions. If there is no clear purpose, and this purpose cannot finally test the effect of completion, it is not worthwhile to spend time.
7. What matters in senior three is experience. For example, if you see a kind of topic, you can quickly reflect the test sites, methods and error-prone points of this kind of topic. For example, knowing where you are is more likely to make low-level mistakes, and consciously avoiding it when you see it. For example, when you see a class of problems or a step, you can quickly find the optimal solution with great probability, and so on. These are all experiences.
8. For example, summing up, sorting out wrong questions and drawing mind maps are all in the process of actively accumulating experience. Refreshing the topic is also a way, but whether it is the most effective way is debatable. Perhaps in many parts, it is not even as important as sorting out, absorbing and thoroughly understanding the questions that have been done before.
9. In fact, anxiety is a psychological state that students generally face at this stage. In fact, you might as well give yourself an order of doing things, which are more important and which are not so important. Set the things to be done as a short-term goal (or checklist) every week and complete them one by one.
10. Sometimes I even need some self-suggestion: my current week's arrangement is the most rational and reasonable. Although other things are also important, they will not be more effective after adjustment. I'm going in the right direction. Every time I check a small goal, I make progress. Although it may not be reflected in the results, the strength is indeed stronger than before.
1 1. My own high school, including college, is also often anxious. A lot of things are waiting to be done, but I feel that I have been on the verge of finishing, and I can't even sleep at night. My own way of dealing with it is to take an A4 piece of paper and list the things to do the next day. What to do on the third day ... The process of listing is also a process of sorting out and adjusting the weight of orders, and it is also a process that can actually be arranged to reassure myself, or at least the best arrangement I can make at this stage.