The efficient learning method in the review stage of senior three is to solve the problems encountered in learning according to the virtuous circle learning method, so that you can easily master the knowledge of senior three.
The virtuous cycle learning method needs to be realized through six steps:
1. Change your understanding
The content of high school study is more, the knowledge is expanded and the requirements are raised a lot. For many high school students, it is common to take this subject and that subject, and it is also common to fail an exam. Therefore, to change our understanding, we must first have an objective understanding of this and realize the universality and inevitability of the problem. Since it is normal, don't be anxious, but study problems with positive thoughts, face problems with positive attitudes, and solve problems with positive actions. Secondly, we should try our best to improve our learning methods. There are many reasons that affect the learning effect. In addition to objective reasons, whether students choose learning methods from their own reality directly affects their learning effect. Some students also want to improve their methods, but they always feel that there is not enough time and are unwilling to spend precious time on learning and improving their learning methods. And all the time is devoted to the study of specific subjects, but I don't know that this is a great mistake. The virtuous cycle learning method introduced here is a simple and immediate review method for senior three students. Thirdly, while mastering a set of learning methods suitable for you, you should also have a set of practical review plans. After all, the remaining time is limited. Under such circumstances, only by making plans from a strategic height and surfing the Internet more can we win the battle thousands of miles away and get twice the result with half the effort.
2. Clear strategy
A clear strategy is to make a review plan from a global perspective. Look at the problem from all the exam subjects, not from one subject to another. The strategic height is to put all the subjects together and divide them into three categories when handing out the test papers after each exam, and formulate different strategies for each category of problems. The classification method is:
The first kind of questions are those that can be done but are wrong. You will do it clearly, but you will do it wrong; Knowing the root and the bottom is a very sure question, but it is not right; There are obvious and simple questions, but it is wrong to put pen to paper; Indeed, the answer is hovering on my lips, but I can't remember it in the examination room. Sometimes I remember it as soon as I walk out of the examination room; Sometimes the test papers are handed out, and I don't believe I answered them myself. Why was the examination room like this at that time? This kind of question is a low-level mistake. This kind of question is the most regrettable thing after the exam. So be sure to practice online often.
The second kind of problem is ambiguous and specious. That is to say, I did it right the first time and corrected it after I finished it, or I did it wrong the first time and corrected it again, or I gave an imprecise and incomplete answer, and so on. This kind of problem is that memory is not accurate, understanding is not thorough enough, and application is not smooth enough.
The third problem is not a problem. Because I won't, I answered wrong or wrong. I haven't remembered or understood this, let alone applied it.
The strategic arrangement is: eliminate the first kind of problems; Overcome the second kind of problems; Let's put aside the third kind of questions. Some students have different strategies and methods to deal with the three kinds of problems, while others focus on the third kind of problems. Despise the second kind of problems; Ignore the first kind of problems. This scheme may be effective for individual students, but it is not effective for the vast majority of students, and it is often not desirable to get twice the result with half the effort. There are also some students who solve problems by discovering problems in their subjects. Look for questions by subject. That's right. It is important to group all the subjects together. In this step, the effect is far from perfect. After classifying the problems into good categories, we must first rule out the first kind of problems.
3. Eliminate the first problem
Many people attribute the first kind of problems to "carelessness". Based on this understanding, repeated mistakes can never be eradicated. Some people think that "carelessness" is not a big problem and can be eradicated with a little attention. But in fact, the recurrence rate of such problems is very high. Its root is that the statement of "carelessness" is a qualitative judgment, not a quantitative one. If it is qualitative, the scope is unclear, the shape is uncertain, and it is very vague. It is not clear whether it has been eliminated. It was destroyed this time, and it may reappear next time. So, my way of * * * has six points:
First, we must find out the problem clearly and find out the specifics.
If some questions are wrong, it is because of mistakes in exams, mistakes in counting, etc. , it is defined as "exam failure"; Some errors are caused by calculation errors and are defined as "calculation errors"; Some mistakes are written correctly on cursive paper, but they are written incorrectly when copied on the test paper, which is defined as "copying mistakes"; Some mistakes are that words, words, letters and symbols are written backwards, which are defined as "clerical errors" and so on. In short, the definition must be accurate, clear and specific.
Second, it must be quantitative.
It is to analyze all the subjects in this exam together and find out how many mistakes there are. It is very important for teachers in all subjects to analyze and comment on the test paper. Students must remember what the teacher said. However, most teachers focus on the analysis of problem-solving ideas, analysis processes and problem-solving methods. Math teachers are unlikely to analyze English papers, and Chinese teachers are unlikely to analyze chemistry papers. Students themselves must put all the subjects together and find out quantitatively how many mistakes there are in each category. For example, there are 7 * * * mistakes in this "exam"; "Calculation error" * * * five digits; "Alteration error" * * * eight ...
Third, set goals.
For each error found quantitatively, set a target value, which will be reduced to close to zero after several times. For example, "exam mistakes", my goal is seven → five → three → zero; "Calculation error", my goal is five → two → zero, etc.
Fourth, write down the set goals in black and white.
It is not enough to recognize, discover and set a goal for your own low-level mistakes. It must be expressed in written form in order to exert the subconscious energy. It can be written on the handed-out paper, or it can be written separately on paper or notebook. If you can prepare a special "memo", that's the best way. At this point, it shows that the student has mastered the method of summarizing and has an important ability in life-summarizing ability. Summing up and setting goals is only 2/5 of the problem, and more importantly, a lot of work is the last 3/5.
Fifth, improve the method.
The improved method should be targeted, practical and effective. Of course, the improved methods will vary from person to person, and there is still a process of exploration, but we should seriously think and actively explore. Here I recommend several methods, such as whether the "checking error" lies in urgency and panic or whether the observation is not accurate enough. Why are you in such a hurry and panic? Why is the observation inaccurate? It may be due to improper examination methods, psychological problems or external interference and stimulation.
This paper introduces a simple and easy general method-slow examination and quick solution. This is what some people call the concept of "hands in front, books in the back". Another example is whether the "calculation error" is due to the chaotic use of toilet paper. Don't be too messy in calculus on papyrus during the exam. The boundary between chaos and non-chaos lies in whether you can find it clearly when you look back. Another example is "copying errors" and "clerical errors", which can be solved by checking procedures. In a word, is your improvement method targeted? Is it practical? Is the effect obvious? If you can meet these requirements, it is a good idea for you.
The sixth point is verification.
The first question is the mistake made, and the lost points belong to the low-level mistakes. This is the most regrettable thing after every exam. But for the first kind of problems, there is no need to repeat and strengthen. Is to set a good goal and choose a good improvement method. When taking the exam again, don't think about scores and rankings, and don't want to set goals for them. Don't lock a classmate in your mind, be sure to surpass him and so on. We must implement it according to the principles and goals we have set ourselves. You can read the memo before the exam and verify it after the exam. As long as you reduce one type of questions as planned, the exam can be considered a success. If you can exceed the planned target value, you can cheer and celebrate. From this exam to the next exam, the focus is on solving the second kind of problems.
4. Overcome the second kind of problems
After the exam, it is proved that the second kind of problems are weak memory, poor understanding and inflexible content. What should we do? We must focus on the key points, go all out and concentrate on overcoming them. Learning strategies can also be simply defined as a global view, highlighting key points. However, everyone has a different understanding of the key points. Some people focus on the key points of study, review and examination listed in textbooks and reference materials. Some people focus on their own difficulties; Some people focus on the weak links. I think different learning stages have different emphases, and the emphases are dynamic. When entering the review stage of senior three, we must highlight the second type of questions as the focus. First of all, find out which chapter it belongs to. Which department? What knowledge points, etc. Second, try to understand it. One of the principles of the exam is "taking the outline as the key link and taking the book as the foundation". So don't just roll, roll, roll. Sometimes you need to calm down. First, look through the book, find that knowledge point, read it carefully, think deeply, savor it carefully ... If you still don't understand after this process, ask the teacher. Even if you think you understand, you'd better ask the teacher to make sure that your thoughts are clear. Is your analysis comprehensive? Whether your answer is complete, etc. The next step is to find a way to exercise. Without a certain amount of questions, you can't draw inferences from others and use them freely. Of course, there is no need to engage in crowd tactics, which varies from person to person. And the learning methods of all subjects should not be the same. It's best to stop and think every time you finish a problem. You should not only have logical thinking ability, but also have the training of observation ability, hands-on experiment ability and transformation ability. Teachers in all subjects will talk a lot about how to learn this course well and have a lot of effective experience. What the teacher said is very important, so we must listen. The second problem is not that you don't understand at all, but that you don't know enough. After hard work and exams, I will definitely overcome it. If there are difficulties, the third kind of problems will be difficult.
5. Put the third kind of problems aside for the time being.
The third problem is that you can't do it yourself. You may have been deceived in the exam, or you didn't do it right, or you were at a loss. In high school, this kind of problem is common, and some high school students may be more, but if you want to focus on the second kind of problem, you must have the courage and courage of a strategist, dare to give up temporarily and not think about it. Giving up temporarily is not a solution, but a solution in batches and stages. When the second kind of problems are overcome by passing the exam, we can attack the third kind of problems. If you are completely sure that the second kind of problem has been solved, you don't need to wait for the verification of the next exam, and you can completely solve the third kind of problem. If you don't have the energy and time to solve it, you can use the holiday to concentrate on it. Of course, if you can't do it on the schedule, it's not a temporary release, so you have to give up. It is impossible for everyone to be admitted to Peking University and Tsinghua, and it is impossible for everyone to enter key schools. We must recognize the situation clearly and have an objective and practical position for ourselves. Only by finding your own position can you become a winner. If you have something, you will lose it. You won't get it if you don't lose it. If you can't let go, you may learn more problems. The more worried you are, the more worried you are, and there is nowhere to start. If you study this subject and think about that subject, the result is that you don't know anything, your mood is getting more and more agitated, and your mood is in a mess, forming a vicious circle. Therefore, smart children and rational students will never fall into such a vicious circle, but will strut, give up and attack with confidence. An important part of learning activities is the classroom. How to use the classroom?
6. Variable speed following method
Is to talk to the teacher for 45 minutes every class. It's not easy not to jump for a moment in a class. If you concentrate and don't slip away, almost no one can do it. Anyone who can do it will collapse in a few days. Anyone who has been a student knows that it is normal to slip the number, which is the performance of normal people. The key is not whether you can slip the number, but whether you can grasp yourself dynamically and predictably. Following the teacher is a uniform movement, and following the teacher slowly is a variable movement. So how to change the speed and follow the teacher? That is, when the teacher talks about the problem, if it belongs to the first kind of problem you have, you should pay attention. This is a low-level mistake you made. See how the teacher teaches, we must remember, understand more deeply and use more freely. When the teacher talks about the second kind of questions that belong to you, you must stare and listen carefully. This is your ambiguous specious question. What's the ambiguity? What is the difference? What is the crux of the problem ? This is the key problem you have to solve. You must know it, understand it, and never let go until you reach your goal. If you don't understand, ask after class. When the teacher talks about the third kind of questions that belong to you, you can listen as much as possible. In this way, if you relax and concentrate, the effect will be better.
By mastering and applying the above points, the first kind of problems will approach zero in the process of progress-feedback-correction-progress; The second problem will be overcome; The third problem will also be solved over time. With the process of this cycle, every time you eliminate a small problem, you will get a successful harvest, and every time you overcome a small problem, you will also get a sense of success. The experience of harvest and satisfaction again and again will make you more confident, more enthusiastic about learning, more confident in achieving your goals, more confident in realizing your ideals, and more relaxed and happy, thus bringing greater success and entering a virtuous circle.
Come on, I wish you a smooth college entrance examination.