The topic is not skilled.

There are probably three reasons why the topic is unfamiliar: unfamiliar with the knowledge point itself, unfamiliar with the way of solving problems (unfamiliar thinking), and insufficient analytical ability.

lack of ability

Insufficient computing ability, slow writing speed, slow reading speed, and insufficient ability to accept information (just don't understand the meaning of the topic).

Personality reasons

Carelessness can be attributed to impatience. Many students can't understand the expression quickly after reading the questions, or start writing answers before reading them, and often have to look back repeatedly, wasting time. Or simply do something wrong.

Problem-solving habits

Many students do the questions as soon as they get them, without considering them in advance, and look back when they find that they have done something wrong. Some students will hesitate to do it first without knowing the topic, which leads to an unconscious waste of time.

training method

1 problem solving training

Everyone knows how to improve the speed of doing problems by doing them, but there is no good plan. By the end of 1, there is no point in doing difficult problems. At this stage, we should cooperate with the sprint and train the speed of doing the questions at the same time.

It is suggested that students should use simple questions and medium questions for training, whether from the perspective of sprint or speed training. And the order is to start with multiple-choice questions, then simple and moderate solutions, then fill in the blanks, and finally practice the so-called "last question" when you have time.

In the training of multiple-choice questions, reduce rote memorization and think more. Thinking and skills come first when dealing with multiple-choice questions. We should make full use of the hints between topics and options, calculate more and calculate less, use more brains and less "hands-on"

Such as the substitution of special values and options, we should use more direct methods (direct understanding) and exclusion methods (option inversion), and less dead calculations from beginning to end. Multiple choice questions are questions that only consider the results and do not consider the intermediate process. We should always follow the principle of "less mistakes and more mistakes" and increase the proportion of understanding, analysis and judgment to solve the problem. This can not only improve the accuracy of multiple-choice questions, but also greatly shorten the examination time, that is, to improve the performance and speed of doing questions in a short time.

Then there are medium and simple questions. We should sum up the steps of thinking and solving problems in the process of doing problems, and you will find that even different problems have too many similarities in solving problems. Summing up these similarities, you will find that they can be applied to various types of problems.

2. Several problems that should be paid attention to in problem-solving training

Large quantity and long duration

What I am talking about here is not the total amount, but the number of questions in each training must be enough, and it is necessary to continue to do the questions for a long time, rather than dabbling. In the process of training and topic selection, it is best to be in the same subject.

Pinch time

Every question or set of questions should be timed well. When you start to do the questions, you can slow down and train your problem-solving thinking more. When you sum up your own ideas of solving problems, you should try to shorten the time of solving problems. Then when you do the simulation paper, you can at least shorten the specified time by 10 ~ 30% (if you can't do the last big question, you can leave the corresponding time). When you can answer questions firmly at this time, there are basically not many questions.

3 ability training methods

This is for students who are slow in calculation, writing and reading. The lack of calculation ability is caused by the lack of logical deduction ability, which can only be improved by a large number of calculation deduction in a short time. As for writing slowly, first find out why you write slowly, and then gradually speed up. Students who read slowly or can't remember, usually recite more, read more articles or topics with moderate length, and gradually lengthen them.

4 personality

Read the questions word for word (or silently) during normal training, and force yourself to standardize the draft when doing the questions. Don't scribble one thing in the east and another in the west. Write the draft as homework. If active students can force themselves to persist in doing problems in peacetime, then they can develop the characteristics of "stability" in a short time.

5 Develop correct test habits by doing questions.

At the beginning of training, you should pay attention to take a look, think, move and review when you do the questions. See the meaning of the question clearly first, then think about the relationship between the stem and the limb, then start work and finally summarize. When you get used to these steps, you can answer questions quickly. Don't get stuck in the problem as soon as you start without forming a relatively fixed problem-solving thinking. When you have mastered certain thinking and skills and summed up a set of relatively fixed problem-solving ideas, you can start working as soon as you get the problem.

Pay attention to each review lesson.

Regard the review class as a "new lesson"

In this way, you can think positively and speak your thoughts boldly in the review class, just like in the new class. This is especially true for disciplines that are inherently weak. It doesn't matter if you are wrong. That's right. Only when you get the teacher's affirmation can you gain confidence.

Looking for gold from "examples"

I prepared a notebook, but instead of recording the knowledge points, I recorded examples. I started with examples and mastered the problem-solving methods of each type of question. In the review, we should insist on giving examples, read the mastered topics once, and study them several times when encountering problems until we understand them.

Take notes for review.

In the review class, the teacher's blackboard writing is often messy and needs to be sorted out. In fact, the process of sorting out notes is also a good review process. How to organize notes? Outline this is the practice of many students, but it is the golden mean; It is the best policy to sort out the methods and mistakes at a glance.

Use the wrong questions skillfully: thinking twice will help delay success.

Examination is not a simple repetition of knowledge points. It is of little use just to remember every knowledge point. Cultivating correct thinking habits and ways is the key to review. In large and small exams, we should pay attention to the wrong questions and use the wrong questions to "gold rush".

An idea: Why did I do something wrong?

When reviewing, sort out your own set of wrong questions, write down where you "fell" in each exam, and analyze and circle them. Ask yourself more: "Why did I make a mistake?" "Where do I always make mistakes?"

The former is about the cause of the error. In fact, all the wrong questions can not be separated from three categories: the first category is that the topic is very simple, and we were particularly stupid at that time, that is, careless. The second is to get the topic, with blank eyes and no idea at all. This is because of poor learning skills or the difficulty of the topic itself. The third category is that the topic is moderately difficult, and the theory has the ability to do it right, but it is wrong.

The latter aims to master the types of mistakes they made and "prescribe the right medicine". For example, I carefully analyzed my examination paper and found that many mistakes were caused by unclear examination questions. Pay attention to conceptual mistakes in this.

Si Er: How can we not make mistakes?

Different attitudes and methods towards wrong questions will make a world of difference in learning results. If you just mark the wrong questions on the test paper, you will accidentally think of them and have a casual look. This method seems to save time, but it is easy to distract your attention and the review effect is greatly reduced.

Undoubtedly, it is an effective and good method to sort out the wrong questions and make a wrong set of questions. On the one hand, it is easy to focus on the mistakes you have made, on the other hand, it is easy to browse. Record the wrong questions in the notebook, see the problems that have appeared, and then compare them with the corresponding contents in the textbook, and watch them while recording, so that the review effect is very remarkable.

Think twice: correct your mistakes first.

"Don't detour, don't procrastinate, correct the mistakes at the first time, and then quickly analyze and summarize." This is the correct way to deal with the wrong question.

Face up to your mistakes without circumvention, avoid medical treatment, and make no excuses for your mistakes.

Don't procrastinate, solve the wrong problem on the spot, and don't go back to eat grass every once in a while (because after a while, you may forget it, and even if you do, it's hard to remember how it went wrong. This will get twice the result with half the effort).

Quick analysis and summary is to strike while the iron is hot, carefully analyze every wrong question, study the causes of the mistakes, find out the crux of the mistakes and avoid making them again.