Myth 1: the goal is sloppy and can't grasp the key.
Some candidates seem to be very serious, attacking books all day, grasping which science and which subject, and lacking a systematic study plan. Such review cannot be effective. For example, in English reading, some candidates have heard that the articles they read in the postgraduate entrance examination are all famous foreign newspapers and magazines, so they spend a lot of money to buy foreign magazines with real questions about postgraduate entrance examination and spend a lot of time reading these articles every day. Some candidates have positioned themselves to study the geography, history, culture and latest technology of the United States. The result is thankless. If you spend too much time studying foreign magazines, you might as well make great efforts to grasp the knowledge points in the outline and understand what is outside the outline.
Many candidates have no habit of making study plans. They review part of the vocabulary book today, but tomorrow they think this part is too difficult, so they move to another part. It's the most important thing to hear people say the real questions, so just keep doing them. Many candidates have not worked out a complete review plan until the final sprint stage, which is inappropriate. It is suggested to make a plan as soon as possible, stipulate the daily review progress, complete the scheduled tasks in strict accordance with the scheduled time, and review step by step. Generally speaking, review goes through three stages: the primary foundation stage, the intermediate reinforcement stage and the final sprint stage. The tasks and priorities of each stage are different. Take English as an example. In the primary basic stage, we should focus on memorizing words and insist on combining words with real exercises. In the intermediate strengthening stage, we should focus on special exercises and insist on reviewing and consolidating the words that have been memorized; In the final sprint stage, return to the real questions, do the simulation questions appropriately, and check for leaks.
Myth 2: Do not pay attention to the basics, but pay attention to sea tactics.
Generally speaking, candidates should do a lot of exercises in the review stage. Why are they doing this? What is the purpose of doing the problem? Many candidates are confused. The purpose of doing problems is to study the rules of doing problems, summarize and master the methods of answering questions, and form a set of methods in the process of continuous learning and practice. Only by mastering the methods can we deal with all kinds of problems flexibly. Some candidates have no purpose in doing the questions, and choose to do a lot of simulation questions. Although the simulation questions also have the function of warming up, if the focus of review is on doing simulation questions, it is to give up the foundation.
Asking the tactics of the sea is a troublesome and laborious thing. In fact, there are not many problems, just be precise. Consolidate the outline words that have been memorized by doing the questions, and study the rules of real questions and common test sites. Some review materials are not well selected and do not contain the knowledge points of the outline, so they can be used as extensive reading materials. Intensive reading is the basis of extensive reading, and blindly pursuing extensive reading without intensive reading is tantamount to skimming flowers and swallowing dates. Intensive reading is given priority to in the primary stage, and both intensive reading and extensive reading are equally important in the intensive reading stage. In the sprint stage, the speed of doing questions is improved and more extensive reading is carried out.
Many candidates review their basic skills in the first stage, blindly pursue speed, review textbooks, and begin to engage in sea tactics. In fact, the textbook is the core of review, and this cannot be forgotten at any time. Only by studying the teaching materials well, mastering all the knowledge points required by the syllabus and putting the basic kung fu into practice can we find the idea of solving problems as soon as possible and solve them smoothly. Some candidates blindly pursue difficulty. The study of basic knowledge is no exception to any subject. Take mathematics as an example, most of them are relatively easy and moderately difficult, and only a few are relatively difficult and highly skilled. Moreover, the problem is the further comprehensive application of simple topics, and the difficulty and skills are not the focus of examination. Therefore, in the review process, we must proceed from reality, lay a good foundation and understand deeply, so that even if we encounter some problems, we will solve them smoothly.
Some candidates like to work hard on difficult and strange problems, thinking that difficult problems will be done and easy problems will be solved naturally. That was not the case. By analyzing the real questions over the years, it can be found that the basic questions account for 70%, and most of the objective and subjective questions are of moderate difficulty or below. Therefore, some people say that the postgraduate mathematics is "divided into difficult problems and new problems, and winning or losing depends on the basic problems". If you can master all the basic questions and get all the points you deserve, the victory will not be lost. On the contrary, if you spend a lot of time on those difficult problems, you will undoubtedly lose the watermelon and pick up the sesame seeds, and you will certainly not get good grades in the exam.
The purpose of doing math exercises is to deepen the understanding of the whole knowledge and connect it well. Math learning is inseparable from doing problems, but doing problems does not mean doing problems mechanically. In the review process, candidates should deeply understand the connotation and extension of knowledge points through a certain number of exercises and form an organic knowledge structure. So the idea of doing the problem should be from understanding to doing the problem, from induction to understanding. There is absolutely no need to turn the problem into a mechanical task. By doing problems and thinking deeply, I can improve my mathematical thinking and problem-solving ability.
Myth 3: lack of induction and summary, rote memorization
The most typical example is the blind memorization of words in English postgraduate entrance examination. Due to the shortage of time, some candidates began to look for ways to memorize a large number of words in a short time. However, there are more than a dozen popular methods of memorizing English words, such as stem method, prefix suffix method, pictographic method and so on. In fact, any method is useful, but the most effective method is to repeat, review the past and learn the new, repeat again and again, and keep a firm memory. However, many people recite a word book for the postgraduate entrance examination all day long, but they still can't remember it in the end. The more you can't remember, the harder it is to memorize, and the result is a dead end and a vicious circle. In fact, if repeated words are still confusing, then take out similar words that are easy to confuse and compare them with your own memory. In memory, we should not only master the general meaning and common meaning of words, but also pay attention to the examination and mastery of polysemous words. If you don't fully understand the meaning of a sentence and remember similar and confusing words clearly, it will be difficult to grasp the exact meaning of the sentence. Therefore, in the process of English review for postgraduate entrance examination, candidates do not need to memorize a large number of vocabulary aimlessly at all, just need to thoroughly understand the vocabulary defined by the examination Committee. There will also be rote memorization in political review. Most people will think that the review method of political subjects is one word-rote learning. This is because political knowledge is boring and difficult to understand, and concepts and theoretical terms are complicated, so it is necessary to memorize them by rote. Finally, there is a lack of understanding of recitation, lack of analysis and training combined with reality, and too much energy has been spent on recitation, with little effect.
Myth 4: Pay more attention to skills than actual combat exercise.
Problem solving skills are a double-edged sword. In the process of English review for postgraduate entrance examination, candidates have to pay attention to skills and answering methods, because mastering certain skills and methods can improve the speed of solving problems, avoid detours and save answering time. Without the guidance of skills, candidates may not be able to finish all the questions within the specified time, or even have time to check and deliberate. On the other hand, it is uneconomical to blindly pursue examination skills and neglect the cultivation of basic English ability. Skills are based on solid English. Ignoring the training of basic English skills will inevitably lead to great losses when improvising. It is the right choice to lay a solid foundation and learn answering skills on the premise of improving your basic ability.
In the English composition for postgraduate entrance examination, some people have summarized various writing templates, and many people will buy a book like this and recite it before the exam. Of course, you need to read the template books and be familiar with the basic routines in several formats, but many candidates think that you can get good grades by memorizing these templates. This is not accurate. If your basic English skills are not good, there will be such a situation: the sentences with templates in your composition are seriously out of proportion to the sentences you wrote, and the marking teacher will see through them at a glance, so the composition score will definitely be affected. But since the template can be used and you can't rely on it completely, what is the right thing to do? Candidates should have a certain grasp of templates, do more writing exercises at ordinary times, and thoroughly digest the template sentences into their own sentences, so that the sentences they write will be at the same level as the template sentences, and the template sentences will no longer be template sentences, but internalized into our own language. When the template is used for this purpose, it will be more perfect.
Skills and templates are just auxiliary tools to help you get high marks. Remember, they are just tools. Mastering skills can shorten the time of answering questions, and reciting templates can increase your chances of getting high marks. But don't expect to get high marks by mastering skills and reciting templates. Down-to-earth and solid foundation can truly succeed.
Myth # 5: It is easy to be disturbed.
Many candidates are easily disturbed in the review process. For example, improper selection of teaching materials and improper review methods; Some candidates will encounter many problems that they can't solve, such as how to break through the difficulties in politics, English and mathematics. As long as some candidates find that they have a few weak knowledge points, they will spend a lot of time and energy to make up for them and try their best to solve these problems. People's energy is limited. Faced with so many problems and difficulties, some candidates are confused and at a loss. Some candidates do not have their own backbone. If they hear that the book is good today, they will buy it. If they hear that it will be fine tomorrow, they will buy that. In the review process, avoid changing books frequently. For example, if you buy a word book, you will stick to it. If this book is really flawed, you can write down the shortcomings and supplement them in other books, but other books must be supplemented, so as to ensure the systematic and scientific review. If you change this book for a while and that book for a while, then what you meet will always be new. This situation always scares candidates. Why are there so many unfamiliar places? Therefore, we must make a strict study plan that suits our own reality and strictly implement it. It must be remembered that if time is short, you should concentrate your time and energy on the most important things.
Myth 6: You can't treat the real question correctly.
Here, I will talk about how to correctly treat the real questions in the English review for postgraduate entrance examination. Many candidates attach importance to doing real questions from the early stage of preparing for the exam. The real questions are really important for candidates, especially in the past ten years. So why is the real question worthy of such attention? First of all, the knowledge points of the real questions are more comprehensive. If candidates can understand all the knowledge points involved in the past ten years, then more than 70% of the test sites for the 20 15 postgraduate entrance examination can cope with it calmly. The real question is also instructive and authoritative, which is incomparable to other simulation questions. Therefore, candidates should carefully analyze every article, sentence, vocabulary and answer involved in the real question, study the reasons why each option becomes the correct answer, and find out the internal relationship between the answer and the article and the stem. In addition, the examination questions over the years can reflect the proposition intention and the trend of postgraduate entrance examination. Taking English reading as an example, all problem-solving skills and reading methods can be extracted from real questions over the years. Mathematics is similar to politics. Some candidates think that the questions they have passed will not be tested again in the future. Of course, the original question will not be tested again, but the laws, style of questions and logic of solving problems revealed in the real question are traceable.
So, how to use real questions to improve review efficiency? We should use real questions to test the shortcomings in review. You can do a set of real questions within the time specified in the exam, so that you can not only feel the difficulty and time distribution of the questions, but also understand the distribution of knowledge points and questions. You can also test your own shortcomings in review through real questions, check for missing items, re-understand wrong questions, and sort out the whole knowledge system. When doing each set of real questions, you should check what kind of questions you lost, and strengthen practice and review for weak links. Pay attention to the proportion of questions in recent years, focusing on the knowledge points that have been tested. Of course, in the review, don't simply review the real questions, but also supplement the test sites that are not in the real questions to be comprehensive and complete. In addition, don't think the more real questions, the better. Many candidates are aware of the importance of real questions and have been doing them endlessly for several years, but they still haven't reviewed them well in the end. We should constantly reflect on our own advantages and disadvantages and organize review scientifically according to our own situation. (Editor: Yang Yang)
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