Most of the reasons for slow problem solving: \x0d\ 1, unskilled topic \x0d\ There are probably three reasons for unfamiliar topic: unfamiliarity with the knowledge points themselves, unfamiliarity with problem solving ideas (unfamiliar thinking), insufficient analytical ability \x0d\2, insufficient computing ability \x0d\ and slow writing and reading speed. X0d\ 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. \x0d\4。 Habit of doing problems \x0d\ Many students get stuck in the problems and do them without prior consideration, only to 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. \x0d\ Training methods: \x0d\ 1, problem-solving training \x0d\ In multiple-choice training, 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 do less "hands-on" such as substituting 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. \x0d\ and then the middle question and short answer questions. We should sum up the ideas and solving steps in the process of doing the problems, and you will find that even different problems have too many similarities in solving ideas. Summing up these similarities, you will find that they can be applied to various types of problems. For example, in physics, almost all expressions are listed according to the steps of topic expression, and then the conclusions are drawn by simultaneous solution. For example, in mathematics, as long as you can correctly express the meaning of the question with formulas or unknowns, you can get the test questions by filling the gap between the stem of the question and the requirements, or looking for the preconditions for the establishment of the stem of the question (forward derivation and backward derivation). \x0d\2。 Several problems that should be paid attention to in problem-solving training \x0d\ Large amount and long duration \x0d\ What we are talking about here is not the total amount, but that there must be enough problems in each training, and the problem-solving time should be long, not just a little bit. In the process of training and topic selection, it is best to have the same subject. \x0d\ pinch time \x0d\\x0d\ pinch time for each question or set of questions, so that you can start doing the questions a little slower and train your problem-solving thinking more. After summing up the thinking of solving problems, we should try our best 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). \x0d\3。 There is something wrong with the ability training method \x0d\ calculation, slow 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. In training, we should also think about the transformation and correlation between formulas and observe the meaning and transformation relationship between the same and different letters. 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. \x0d\4。 Personality \x0d\ Read the questions word for word (or silently) in 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. \x0d\5。 Develop correct test habits by doing exercises \x0d\ At the beginning of training, you should take a look, think, move and review when doing exercises. 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.