First, form a habit and persevere.
Notes are an important aspect of classroom learning and an integral part of listening to lectures. We should overcome the idea that it doesn't matter whether we take notes or not, and really pay attention to taking notes in class. We should understand the significance of taking class notes from the height of improving learning efficiency and academic performance, and take taking class notes as a conscious action. It is better not to do it if you are unhappy than to do it if you are unhappy.
The second is clear and standardized. Clear organization means that the content of class notes should be clear and structured. Generally speaking, different questions should be written in sections with spaces between them. You can also leave spaces on the top and bottom edges or both sides to make up for missing knowledge and new understanding later. Important concepts, principles, arguments, arguments, formulas, etc. Should occupy a line each, keywords and non-keywords should be written in different fonts or colors as far as possible. Standardization and unification mean numbers, symbols, letters, etc. Note-taking should be standardized and the format should be unified.
Third, be concise and the details are appropriate. Conciseness means that the notes should be concise, simple and clear, so that people can see at a glance. Notes are not necessarily recorded, but the most important and critical content; Notes are not necessarily perfect, as long as they are applicable. We should try to omit some words that only serve as a connecting link or are not important. Only in this way can we grasp the main problems and be conducive to future use. Appropriate details are that you can't remember anything regardless of primary and secondary notes; You can't remember it too simply, and it's difficult to recall the main content. All books can be jotted down in the notebook or marked with clear page numbers so as to supplement them when necessary. Even if there is no supplement, the original text can be found quickly when checking, sorting or reviewing. Remember what is not in the book. Write down less what you already know or are familiar with, so that you can spend more time listening and thinking in class and remember more what you don't know or are unfamiliar with.
Fourth, it should be targeted and practical. Notes should be conducive to memorizing, understanding, digesting, reviewing and consolidating what you have learned. Some students' notes are more complicated, regardless of priorities and details; Some students don't pay attention to the format of the notes, and remember that they are dense and unclear; Some students take notes only for speed, with incomplete content, scrawled handwriting and many clerical errors; Some of the notes of several courses are written in the same book, with different symbols and different levels. This kind of notes not only does not help your study, but sometimes it may also bring trouble to your study, so that when you review with the help of notes, you are in trouble because you can't recognize the handwriting, can't grasp the key points or don't understand the contents of the notes. Therefore, when taking notes, you should think about reading and using notes in the future, and often ask yourself habitually, is what you have written really helpful for remembering and understanding what you have learned, and is it really useful for reviewing in the future? In the review process, we should pay attention to our class notes and see if we have done enough and how to do it better, which is conducive to enhancing the practicality of the notes. Generally, a separate notebook should be prepared for a subject. Even if several subjects use a notebook, they should each occupy a part and indicate it in the front directory of the notebook. The notes should be written neatly so as to be easy to read when reviewing.
Fifth, correctly handle the relationship between listening, thinking and remembering. Taking notes is only a means to help us attend classes, not the main task of learning. Therefore, we should focus on listening, thinking and understanding in class. Because the main points you really understand and master are the main contents you can recall when you look through your notes in the future. So try to listen, think and take notes as much as possible, so that the three can be coordinated. If you only pursue the integrity of your notes in class and ignore listening and understanding carefully, you will get sesame seeds and lose watermelon. Some students don't concentrate on listening and thinking in class, but on taking notes. They misappropriate their deskmate's notebook because they didn't hear a word clearly or didn't keep up, and often can't remember each other in the end. Therefore, for some words that can't be written for the time being or the contents that can't be remembered, we should leave spaces decisively, mark them well, jump boldly and follow the teacher's instructions. After class, you can use your classmates' notes with good memory to check for leaks and fill in gaps.
Pay attention to filtering notes.
To make good notes in class, we must solve the problem of what to remember. We can't write down everything the teacher said and every word written on the blackboard without thinking, which is both difficult and unnecessary. Therefore, notes must be focused. Only by grasping the key points can we outline and make the notes concise and valuable. How to determine which should be remembered, which should not be remembered, which should be remembered in detail and which should be omitted? The main contents of notes in different disciplines are different; Even in the same subject, the learning tasks at different stages are different. Therefore, the content of notes depends on different disciplines and different stages of learning tasks. Excluding these differences, in general, the following contents should be recorded:
First, write on the blackboard. In the teaching process, teachers often copy the main points, hierarchical structure, internal relations, key points and difficulties of this lesson to the blackboard in a concise language, neat sentence patterns, clear outline and clear tips. This is a blackboard writing. Writing on the blackboard is the outline of the content knowledge system that the teacher talks about. Remembering writing on the blackboard helps us to clarify the knowledge structure of teaching materials and the internal relations of each part of knowledge, and better grasp the essence and laws of things. Therefore, in addition to the calculus process of science problems, it is generally necessary to write down the contents of the main board book completely.
Second, the key and difficult points. When taking notes, we should not only pay attention to the knowledge system explained by the teacher, but also pay attention to the key points and difficulties of the explanation, and write down key sentences in a targeted manner. We should pay attention to write down the problems that the teacher reminds us and emphasize the places that are easy to make mistakes, and write down the main points, main arguments, argumentation methods, scope of application and problems that should be paid attention to when using basic principles, theorems and rules. When teachers talk about important or difficult content, there are always some hints: they either deliberately pause before speaking to attract your attention, or repeat the content after speaking to strengthen your memory. We should observe carefully and take notes in time.
Third, summarize. Inductive summary is the teacher's summary of the contents of a chapter and a class, often the summary of the key contents of the lecture, and some regular understandings after the teacher's screening and concentration. If you can write it down accurately and methodically, you can reduce a lot of unnecessary burdens and take fewer detours in your study. When summing up, teachers should often slow down, emphasize, repeatedly emphasize, use blackboard writing and gestures. At this time, they should remind themselves to seize the opportunity and take notes.
Fourth, refer to the key points of the answer. Typical cases and important cases. Writing down typical cases can deepen the understanding of important contents, theorems, formulas and concepts and facilitate the comparison and review after class. Writing down the main points of reference answers can reduce repetitive and ineffective work, reduce the blindness of review, enhance the pertinence and purpose of review, and improve the efficiency of review.
Fifth, supplementary content. It is necessary to write down the important contents added by the teacher according to the actual needs, as well as some information brought by the teacher that plays an important role in learning.
Sixth, the idea of lectures. Because thinking is a process for teachers to analyze problems and draw conclusions, it embodies teachers' thinking methods and thorough understanding of teaching materials. Writing down teachers' teaching ideas and learning teachers' methods of analyzing problems can not only reduce mistakes, but also help to enlighten our thinking, open our thinking and improve our thinking ability. Seventh, problems, ideas or experiences in class. When listening to a class, there are often places that you can't understand or problems that can't be solved in time. You should record it in time and keep it after class. There may be some new ideas in class, such as new argument angles and new problem-solving methods, which should be recorded in time and confirmed after class; We should quickly seize the fleeting "spark of thought" and write down these experiences for in-depth discussion.
Eighth, the learning methods introduced by the teacher and the basic solutions of various questions.
Choose the appropriate note-taking method
There is no fixed format and unified method for the lecture notes. We should choose specific forms according to the characteristics of the subject and our own learning methods. Among them, marking, annotation and outline are more suitable for the characteristics of middle school students. Annotation: We often see that many students either read textbooks without reviewing their notes when reviewing; Or don't review your textbooks and read your notes. Neither of these situations is economical. The former ignores the value of notes, while the latter ignores the role of teaching materials. To be economical and applicable, that is, to combine notes with textbooks when reviewing, you can use marked and annotated notes. Annotation Notes is a note-taking method that directly records the supplementary contents or one's own feelings and experiences in the blank of the textbook on the basis of annotating the words, words and sentences in the textbook or notes. Marking method is a note-taking method that marks the key points, difficulties, doubts, keys, basic concepts and basic principles of textbooks or notes with specific symbols such as circles, dots and lines. For example, concepts are represented by short horizontal lines under words, principles are represented by square brackets, keywords are represented by wavy lines under words, key points are represented by points under words, difficulties are represented by exclamation marks after words, questions are represented by question marks after words, and levels are represented by Greek numerals or letters. Annotation is to supplement or batch write the contents that need to be supplemented in class, teachers' questions, problems or experiences found by themselves. In the textbook. Annotations can be divided into eyebrow approval, side approval and indirect approval in form. Eyebrow approval is to record the content at the top or bottom of the page; The next batch, that is, write down the content in the blank around the text; Interbatch is to record the contents that need to be memorized directly between lines for special needs. These three methods are simple and easy to use, basically do not need notebooks, and can avoid the phenomenon of reading only textbooks or notebooks when reviewing, which can be described as killing two birds with one stone. As long as you open the textbook, you can see the notes, which is undoubtedly of direct help to review. Matters needing attention in using marks and notes: First, various marks and symbols can be specified by themselves, but they should be standardized, unified and consistent; Marking is to distinguish or express importance, so there should not be too many symbols, only the main ones, otherwise there will be too many, in vain; The meaning of each symbol should be clear and stable; There should be internal relations between various symbols in order to form a system. Second, we should mark and annotate on the basis of understanding. Because marking and annotation should be based on the depth of understanding, not the number of marks or the completeness of excerpts. Therefore, you should read the textbook or understand the lecture content as much as possible, and then mark and annotate it after thinking. Never start writing as soon as you pick up a book or don't understand what you are talking about, because the blank space in the book is limited and it is extremely difficult to change the symbols that have been made. It's best to explain the hierarchical structure, arguments and arguments clearly first, and have a general impression of the content of the textbook or the content of the explanation before writing. Outline notes: outline, that is, outline, main point, that is, main point. The so-called outline note is a note-taking method that uses refined language to record the structure, outline or main content, basic ideas, key points at all levels and one's own understanding of the textbook in the form of outline and key points.
When using outline notes, you should pay attention to:
First, we should pay attention to maintaining the structure, hierarchy and logical order of teaching materials or teachers' explanations. The outline and main points should be clearly defined, and the layers can be represented by Arabic numerals, but the usage must be unified and standardized, and there should be no confusion. In the specific operation, we should first record the title outline of each part, and if necessary, we can subdivide each part into several smaller parts.
Second, we should be highly generalized, concise and intuitive. Outline notes are not random memories, but should be carefully considered and prioritized. The outline of memory should be able to summarize the main contents of the textbook or teacher's explanation and accurately reflect the spiritual essence and theme of the textbook or teacher's explanation.
Third, there must be a clear hierarchy. It is necessary to deepen from class to section to box to topic to knowledge point, from big topic to small topic, from big knowledge point to small knowledge point. Only in this way, when you read your notes in the future, you will immediately arouse a clear memory of what you have learned.
Fourth, in some textbooks, the outline of a certain part is not very clear, and there is no direct expression of the main points; Sometimes the teacher doesn't tell us the main points clearly in the process of explanation, and these outlines or main points can be expressed in their own language; Sometimes, in order to make a part more complete, you can enrich some contents or add your own opinions, but the language should be concise, accurate and general.
In order to improve the speed of taking notes, it is necessary to take notes well in class, not only to figure out what to remember and how to remember, but also to improve the speed of taking notes. The speed of notes directly affects the quality of notes and lectures. However, it is not easy to pass the speed obstacle. We must persist in long-term hard training, especially learning the necessary shorthand skills. The most fundamental way to improve the speed of taking notes is to learn shorthand systematically, but this is basically impossible for middle school students. In order to speed up taking notes, we can learn some shorthand skills suitable for middle school students, such as using symbols and abbreviations.
First, symbol shorthand. That is to say, symbols are used instead of Chinese characters to speed up notes. There are two kinds of symbols: unified and self-specified. Unified symbols: For example, commonly used symbols in common sense of economics include: W- commodity, G- currency, A- labor, PM- means of production, C- constant capital, V- variable capital, M- surplus value,-the first kind of production,-the second kind of production; The commonly used symbols in mechanics are: a- acceleration, v- velocity, f- friction, g- gravity, n- supporting force; Every element in chemistry has its own symbol. When these concepts are involved in the notes, they can be replaced by symbols. These symbols have a unified standard and must be written according to the standard. Custom symbols: some words and concepts should be used frequently in notes, which is time-consuming and laborious to write. We can define a symbol system by ourselves. Some can borrow symbols from other disciplines, such as history, politics, physics and mathematics: time-t is equal to-= and greater than-> and less than-
Second, abbreviated shorthand. Some basic concepts or principles in textbooks are very long, and it takes time and pen and ink to remember. In order to speed up and save time, some omissions can be made in the record. Some omitted words can be replaced by symbols ("~", "...", "-"). For example, Marxism can be written as "the meaning of horses"; Some concepts omit some words, and their meanings will not change basically, so they can be abbreviated directly without symbols. For example, China's * * * production party can be abbreviated as "China * *", "people's congress system" can be abbreviated as "people's congress system" and "multi-party cooperation and political consultation system" can be abbreviated as "multi-party cooperation system".
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