In my senior year in college, I worked as a tutor for eight times. My idea is simple, that is, to explain the most essential truth to students in the most concise way. In my opinion, with the depth and breadth of middle school mathematics and physics, a student with normal intelligence can finish it in one month. I used to do the same thing. When I was a middle school student, whenever I told my classmates this idea, it would be considered that I was deliberately showing off myself, but it was not. I have always believed in the correctness of these ideas and methods, but I can't practice them on people other than myself.

This year, I continued to be a tutor, hoping to do experiments with my tutor's children in the form of tutor and popularize my methods and ideas.

In fact, it didn't succeed at first. Some parents always hope that I can get several sets of topics similar to Sunflower Collection. Some parents think that their children are not smart enough, and that it is a way to "run away" for me to let my children study in advance. Others think it is irresponsible to say that I can finish it in a month. My purpose is not to earn money, but to educate people, although I have kept the cost down to the hourly wage within 20 yuan (the price in Beijing! ), but my parents declined me in various forms. Until later, the family appeared.

This is a girl who is a senior one student in a key middle school in Beijing. Her grades are not high and she hates math and physics. I changed my tutor too many times, but it didn't improve. I hope that if the students themselves see this passage, they won't hate me. I'm telling you the truth. After about four months, her favorite subject has become physics, followed by mathematics, and she has been able to solve some of the simulation problems of the college entrance examination for senior one next semester. In order to thank me, her parents always gave me a lot of money, and I refused. I only took part in part-what could be more gratifying than seeing my experiment succeed?

If there is enough time, I will add some pictures to illustrate, but time is limited. If the editor reads it, please believe in my writing and experience, and believe in my belief that I will contribute to the basic education in China.

I want to talk about the concept first. As we all know, there are two levels of understanding and solving problems. It can be said that the two are worlds apart. Mathematics and physics are both disciplines that exercise thinking very much, and attach great importance to fundamental principles. It would be a pity if they were just turned into problem-solving training. So, don't look at all the answers. Some people don't like to do it, but just like to understand it. This is a very bad habit. You must understand independently and without reference, so that you can really understand.

It is a difficult habit change from examining questions to doing them. In my opinion, reading the topic is a lazy process, and it is also a kind of self-deception: it seems that I have got a book or exercise book, and I have some sense of accomplishment or comfort psychologically, but I am still far from solving the problem according to the real situation. Only when you really master it can you understand how big the gap is.

First of all, please eliminate the fear of difficulties: the topic is not an open question of science, but for students, so there must be a solution (except a few wrong questions); You have learned the background knowledge and nouns, so don't be afraid. All topics have known conditions. If you feel that you can't do it, then recall the topics you have done and the knowledge you have learned. "What can you get from the known conditions that are not clearly stated in these topics?" That is, to obtain the "intermediate quantity" to solve the problem; On the other hand, we should also carefully taste the problem and think about whether it is equivalent to what we are already familiar with. Many students didn't see the question for a few minutes, maybe only a few seconds. After a few calculations, they felt that they couldn't do it, said "I can't do it", and then flipped through the answers and suddenly realized. This is actually unnecessary (eventually eliminated). Knowledge can be obtained. All we have to do is to build a bridge with equations. One side of the bridge is known and the other side is the answer.

The knowledge involved in the exam is very limited for students who are about to graduate from high school-almost every student knows a theorem and a formula-what really separates students is not knowledge but this "bridge-building" ability. High school education is ultimately oriented to the college entrance examination, so it is not too late to do simulation questions, because big questions can better train the ability of "building bridges"; Since solving simulation problems is a kind of ability, not a list of knowledge, we should start as soon as possible.