As for learning, in fact, everyone has their own methods, and few of them are universally applicable. So it is impossible to find a suitable one among many methods. For me, there are the following points:
1, concentrate in class, think positively and remember as much as possible.
2. Pay attention to review. Try to review everything every day, make a summary every week, and make a general review after learning a chapter. There is not much time for each review, but it will be reviewed many times to deepen the impression.
The primary school didn't do reference books, but spent a lot of time on exercises. At that time, I was still thinking, summing up the application methods of concepts, solving problems and memorizing some useful intermediate conclusions. Doing exercises is also a process of learning and accumulation. Usually doing problems is slow, but during the exam, the speed can be improved because of the usual accumulation. Although I didn't do a lot of exercises, I got good grades.
I have the habit of asking questions when I am wrong. If I have any questions or mistakes, I will put a piece of paper in the pencil box and read it often. When I think of it, I will throw it away. Only a few valuable ones will be recorded in special books.
The most important thing in the exam is to keep a good attitude. You can concentrate on solving the problem, no matter what the final result is. Pay attention to rest before the exam, not less review time, to ensure that you are energetic during the exam. When taking an exam, it's easy first and then difficult. You should be able to skip the difficult problem without psychological burden, and you should immediately devote yourself to the following problem solving.
(Because it is to be published in a newspaper, this format should be ok. )
One or three areas of study
The first level is to study hard. When it comes to learning, it is said that "the head is hanging on the beam and the stock is vertical to the stock" and "work hard, work hard and try again". Students at this level, although learning is boring and forced, can persist for a long time, achieve certain results and sometimes shine brilliantly.
The second layer is studious, and the so-called "those who know are not as good as those who know". Students who reach this level have a great impetus to their study. They are eager to learn and often forget to eat and sleep. Their study does not need to be forced by others, and their conscious attitude can often make them get good grades. Good grades make them more interested in learning and form a virtuous circle in their study.
The third level is to know how to learn. Learning itself is a science, and there are scientific methods and laws to follow. If you study in the right way, your study efficiency will be high, your study will be easy, your thinking will become flexible and fluent, you can control your knowledge well and truly become its master.
As the old saying goes, learning without thinking is useless. When listening to the class, you should also follow the teacher's explanation to think. Only when we think can we make our brains work fully. Of course, arts and sciences are different. If it is a science course, we'd better listen more and think more, and introduce a formula to explain a theorem. What is the order of the teacher's explanation and why is it arranged like this? What are the similarities and differences between the two examples? If it is a liberal arts course, such as politics, it is necessary to listen clearly to what is an opinion, what is an example, and what is to explain social phenomena with an opinion. Chinese classes have different emphases according to different genres. History class should pay attention to the background, process, significance and influence of historical events, as well as the age that must be remembered. All this must be done in the process of unity while listening and thinking. If there is some confusion, simply write two or two words in the textbook immediately.
(1) Mastering the law of memory
In high school, many things need to be memorized, such as English words, ancient Chinese, mathematical formulas and theorems. Some students always shout "can't remember", one of the important reasons is that they don't know the rules and methods of memory. From the psychological point of view, memorization can be divided into unconscious memorization and conscious memorization. Systematic knowledge, especially systematic scientific knowledge, is not just "unconscious rote learning". What makes active efforts in this process is "conscious memory". In other words, reading the text twice with full attention and active thinking will remember more than reading the text ten times casually. When reading a book, you should be highly concentrated, absorbed and not disturbed by other thoughts. Don't think about games while reading, what to eat for lunch, and whether the pen tip is crooked. Time flies, and the meeting will be held soon. So concentrate on your books, books and pens, and devote yourself wholeheartedly. Everyone knows that you can't do two things at once, but there are still many students who listen to music while studying. Maybe you will say that listening to music is a good way to relax your nerves, so you can concentrate on studying for an hour and then relax listening to music for a quarter of an hour, which is much better than doing your homework with headphones on.
Memory can't be done once and for all, and the basic condition for consolidating memory is review. Understand that the law of forgetting is fast first and then slow. After memorizing a material, I forgot it quickly at first, and then the speed slowed down. Experience shows that after memorizing a material, the amount of forgetting in the first five days is bound to be greater than that in the last five days. According to this law, we can completely resist forgetting. That is, the number of reviews should be more before less, which will get twice the result with half the effort. We should prevent forgetting.
(2) Review in a timely and cyclic manner. Because forgetting is fast first and then slow, we must review it in time before forgetting begins on a large scale. I think we should review every day (especially before homework), review every week (learn to summarize), review in January and review in February (mid-term or final review). It is very important to review at ordinary times, such as after-class memories, that is, on the basis of listening to lectures. Intensive reading of teaching materials, the more thoroughly you understand the teaching materials, the more firmly you master them, and the efficiency will naturally improve; Organize notes; Reading reference books is a good way to supplement extracurricular knowledge; Fill in the blanks and master the knowledge structure of the system. Pay attention to cyclic review when reviewing. Review A, review B, review A after review B, and then move on ... This kind of cyclic review is good for memory.
(3) Arrange the review content reasonably. Generally speaking, learning the same content in a period of time is concentrated and the memory effect is good. But don't review the same lesson all night, because the review time is too concentrated and easily disturbed, so it should be dispersed appropriately; But it's easy to forget if it's too scattered. I usually review two or three subjects in one night. Morning and before going to bed at night are the best memory time, because in the morning, the brain has no interference from the study materials before going to bed. Before going to bed, I am no longer disturbed by new studies. Before going to bed every day, I will go over the main contents of my study in my mind like a movie, which is very good for consolidating my memory. It will be better to remember the materials at night and the next morning. Smaller tasks can be completed in sporadic time, fully meeting the demand. The time I arrange for myself in a day is basically divided into four sections: getting up for school in the morning and leaving school in the morning.
(4) Comprehensive use of memory methods, such as feature memory; Song must remember; Image memory; Comparative memory; Associative memory; Copy memory, etc. And use various memory methods to improve the memory effect.
Efficiency improvement method
(1) Every minute counts, and finish your homework on time. Students have a deep understanding that everyone has great potential, and the key is to overcome their laziness. For example, if the teacher sends a difficult test paper and does not require it to be handed in in class, then some students must be mentally prepared. If they can't finish it during the day, they will stay up for a while at night. It's hard to spend more time on the topic anyway. I don't know that once I had this idea, my brain unconsciously slackened off. As a result, it really took a long time to finish this problem. But if I do it in a meaningful exam, I think most people can finish it on time. Because my brain is in a state of high excitement at this time, I think the contrast reflects the problem of inertia. Some students study hard, but their grades are not remarkable.
When you do your homework at ordinary times, you should also set a certain time limit for yourself, especially for those students who feel that time is tight and insufficient during the exam. They should train themselves to solve problems faster. They should pay special attention to improving the speed of solving problems and exercising the agility of thinking. This is not only to improve learning efficiency, but also to meet the needs of college entrance examination practice. Every minute counts, and the problem that can be completed in two hours will never be delayed until three hours. They would rather spend the remaining hour on rest and entertainment. Don't form the bad habit of procrastination and fatigue. When a student is ready to take part in a high school math competition, he finds himself doing a lot of exercises. Every time he finishes, he writes down the time spent in his exercise book. The purpose is to test your proficiency and train yourself to meet the time requirements of the official competition. When he took part in the national mathematics winter camp competition, the problem was completed in just over an hour, which was the result of his usual practice.
(2) Reduce the time of hesitation and define the task. There are several tasks, who is in charge and who is in charge. In the self-study class, if the homework left by the teacher has been finished or the teacher has not clearly assigned the homework, some students will have no clue. Read or write? Review math or preview physics, or recite English words? Sometimes I read this book, pick up that exercise and constantly change my mind. I haven't made up my mind when the bell rings. Therefore, I will spend 23% of my time at my disposal. During this time, I will specify several tasks, which are the main ones and which are the secondary ones, and then queue up. In this way, the task is clear and the efficiency is often several times that of the past. The calculation is in a hurry
In order to achieve better learning results, you need to ask yourself from time to time: "What is this?" "Why is this happening?" "How did you come?" "What will happen?" "What will it look like after extended development?" "What else is closely related to it, mutually causal or * * *?" "its position in the professional knowledge system" ... the most important thing is to ask yourself "what is its use to me, how should I use it, and what may be the result?"
Learning is for use. If you don't know what it is, how to use it? How can we use it better? For example, using a computer, a master programmer can learn any software faster than the average person. Interest is the best teacher, because interest can drive people to actively use it in different ways. People can find their own shortcomings from the application and make up for them in time. Applying what they have learned can often improve their enthusiasm for learning.
At the same time, learning is not just for use. Use is often an operation technique and a concrete method to solve problems. If you just use it and stay in the specific application, it may have been imitated and cannot be created. His adaptability is also very poor. I like to explain this phenomenon with the theoretical basis of systematic learning. The world is changing. Not only the natural environment is changing, but also the social environment is changing rapidly. Dynamic problems need to be solved in a dynamic way. If a person can't systematize and purify the knowledge he has learned and organize it in a new, unique and more effective way to meet the needs of himself and environmental resources, then the knowledge he has learned will always be in the past, and his operational skills will only be aimed at the past, not the future. He is likely to be eliminated by history. Even if he can do this because of social factors.
I have always emphasized the refinement and upgrading of learning methods. On the one hand, some scientific learning methods can be obtained through study and intensive training. Knowledge is multi-faceted, multi-level and multi-structured. Learning method is also a kind of knowledge that can be taught. On the other hand, learning methods must be combined with people's personality through actual feelings and thinking. Those who read traffic rules and listen to driving lessons can't run well on mountain roads. That's more.
People must be clear about what they want to learn and what they want. People's efforts are actually to create conditions to achieve these goals. The accumulation of knowledge is only an effective way to create conditions. We can enrich and improve ourselves by constantly improving efficiency, improving the effectiveness of behavior, rationally positioning and reducing the risk of failure.
I also emphasize self-confidence. Self-confidence can make people persist. I have been asking consultants not to be superstitious about IQ and other theories. People can succeed by constantly surpassing themselves and get the peak experience of self-realization. I used my own experience to prove that innate intelligence is not important in a person's growth process. Acquired factors determine success.
I often tell consultants that any learning method is useless without self-awareness and self-confidence.
Only when you are conscious can you concentrate. Especially in the process of intensive learning, the high-intensity and active brain cell movement, without consciousness, may have no effect at all.
With confidence, we can persist and break through psychological barriers such as fear of learning and lack of patience formed in our long-term loss.
We need to accumulate confidence with constant small successes.