Review is not a simple mechanical repetition, but a phased process of consolidation, acceptance and further systematic improvement. The final review is mainly a process of reviewing and consolidating the knowledge that has been learned, analyzing and synthesizing the scattered knowledge at ordinary times, systematically classifying and extending it.
First of all, the task of final adjudication mainly includes five aspects:
1, leak detection
Read through, understand the teaching materials, check for leaks and fill gaps, and focus on strengthening weak points.
2. Deepen understanding and consolidate absorption.
Put relevant knowledge into what you have learned this semester to locate and understand.
3. Build a system
Systematically organize and summarize knowledge, form your own knowledge framework, systematize knowledge, and truly become an organic part of your own knowledge chain.
Step 4 strengthen memory
Concentrate on memory in a way that suits your cognitive level and knowledge base.
5. Strive for standardization
The method and process of solving problems are as simple and standardized as possible, and the written expression and paper form are concise and standardized, so as to improve the application skills and skills and integrate knowledge.
Second, how to improve the review efficiency
To improve the efficiency of review, we should solve four problems: first, the goal, second, the attitude, third, the method, and fourth, handle several relations well.
1, determine your ultimate goal and confidence.
There is motivation only when there is a goal. People's life has gone through different stages of continuous pursuit and realization of life goals. Middle school students should be good at setting their own goals or catching up objects in different periods, which is called "catching up" goals and self-driving.
We know that learning efficiency is the result of many factors, but the main motivation or traction goal that affects their learning exists in different periods. Different students, or the same student in different periods, often have different factors that affect their learning effect. In order to improve learning efficiency, we should be good at "grasping" the main factors that affect learning and strengthening them, so that the learning effect can be continuously improved. Now the immediate goal of your study should be the most real and utilitarian, that is, to get a good grade in the exam, to make your parents have a smile on their faces, to have a good mood, and to make your holiday more free and enjoyable.
Now that you have set a short-term goal, you should make a feasible plan and make up your mind to implement it. In this way, active learning under the traction of goals and determination will often have the effect of "getting twice the result with half the effort". The practice of learning proves that the clearer the task and direction of learning, the more potential can be tapped and better results can be achieved. Moreover, studying hard for two weeks now can, to some extent, avoid the "long pain" in the future, at least for the upcoming holiday.
2. Have a sense of urgency in reviewing.
Students think about a question: When is your study more efficient? When catching up on homework; Before the exam; In order to deal with the teacher's questions, it is efficient to have a ten-minute break between classes. Why is this? Because the learning task at this time is specific and clear, and the time is limited, the consequences of completing the task are "serious". So at this time, the attention is very concentrated and the learning efficiency is high. Therefore, to improve the efficiency of review, every student should have a sense of urgency in learning and reviewing. Charge, please. How many days before the final exam? How many subjects are there in the final cultural examination? How many textbooks are there in each subject? How many copies of a * * *? After a rough calculation, you will find that time is tight, the task is heavy and the pressure is great for you!
If you want to have a sense of urgency, you must plan, define your daily tasks and put forward specific learning requirements, which will enhance the purpose and urgency of review and thus improve the efficiency of review. Time is tight and the task is heavy. If you want to win, you must also "close your heart" and "gather strength". People's growth is step by step. Every stage needs self-adjustment and hobby choice. People have a wide range of hobbies, but limited energy. There are different work centers at different stages. In the near future, your central task is to prepare for the exam, that is, to concentrate on preparing for the exam. For example, concentrate on listening and thinking in class, do homework without eating snacks and talking, and temporarily restrain your hobbies, such as novels, cartoons, MP3 players and basketball. Don't do what you shouldn't do now, concentrate on the basic knowledge in the textbook and don't learn too much what you shouldn't learn now.
3. It is the key to improve the accuracy of knowledge mastery and memory ability.
To improve the accuracy of knowledge mastery, memory level is the key. Memory plays an important role in learning. Without memory, learning cannot be carried out, because learning is mental work based on memory, and memory is necessary for all mental work. French writer Voltaire said: "Without memory, people can't invent, create and communicate." For students, a key factor that affects your grades at this stage is the level of memory.
The level of memory mainly depends on whether it can be recognized again, whether it can be recalled and reproduced, whether it can be repeated, and the quality of recognition, reproduction and repetition. For example, solve a multiple-choice question. After reading the question, the answer doesn't appear in your mind, but when you look at the alternative answers, you immediately recognize one of them as the answer to the question. When such perceived things appear in front of us, the phenomenon of being able to recognize them is called recognition. As for what it has experienced, it is not in sight, and there is no hint, but it can independently reproduce the impression of this thing. This phenomenon is called memory. This situation can be seen everywhere in learning, such as reciting texts, remembering words, writing chemical equations, solving problems with formulas and so on. The learned movements can be repeated accurately when necessary, which is called repetition. Being able to "recall" reflects a high level of memory. The level of memory greatly affects the quality of human intellectual activities.
To improve the level of memory, we must have a sense of urgency and confidence in memory. Many students have this experience: read before asking questions in class, and the memory effect is better; Study before the exam, the memory effect is better. The reason is that the purpose of memory is very clear, because fear of not remembering directly affects academic performance. This sense of urgency greatly improves the effect of memory. Some students always complain about their poor memory. In fact, the fundamental reason lies in the unclear learning task, incorrect purpose and lack of strong internal driving force. Therefore, there is no sense of urgency to "remember", and attention is not easy to concentrate, resulting in poor memory effect. At the same time, we lack the confidence to "remember", and the result is even more unforgettable, forming a vicious circle. With the knowledge and confidence of "remember", the effect of memory will be good.
In terms of knowledge content, there are two main memory methods: meaningful memory and mechanical memory. Memorizing meaning is to use past knowledge and experience to understand the meaning of things and memory methods. For example, the memory of principles, definitions, theorems and laws depends on the memory of meaning; Mechanical memory is a method of remembering things only by repetition without understanding the meaning of things and using past knowledge and experience. For example, the memory of historical years, names of people, heights of mountains, loanwords and symbols of elements is mostly based on mechanical memory.
At different ages, the proportion of the two memory styles in memory is also different. The proportion of mechanical memory in memory is 72% in Grade One, 55% in Grade Two, and 0/7% in Grade Two. The proportion of meaningful memory in memory is 28% in Grade One, 45% in Grade Two and 83% in Grade Two. It can be seen that with the growth of age, the percentage of meaningful memory in your memory is getting higher and higher, while the percentage of mechanical memory is getting lower and lower. Meaning memory is very important for middle school students, especially high school students.
There are many ways to remember meaning. We can remember and master knowledge in different ways according to our personal understanding and knowledge reserve. For example, by understanding the method of mastering the connection between old and new knowledge, the new knowledge has a supporting point, which is not only easy to remember firmly, but also enables the old knowledge to get a new understanding;
On the basis of understanding, summarize the methods of knowledge system, so that the content to be memorized can enter the knowledge system and become a part of the whole, making it easier to remember.
Sometimes there is no meaningful connection between things to be remembered. In order to facilitate memory, we can also artificially use the method of surface association or homophonic memory, or we can turn what we want to remember into formulas to recite methods and so on.
Although there are various methods, in order to improve the quality of memory, we must make full use of various senses to participate in memory. Experiments show that in a unit time, we can remember 15% of the knowledge obtained by hearing, 25% of the same content obtained by visual knowledge, and 65% of the same content obtained by combining visual and auditory organs. With the cohesion of various senses, the quality of completing tasks will be high.
4. Review and prepare for the exam should handle several relationships.
(1) Grasp the relationship between quality and quantity in review.
Review should not only look at quantity and times, but also pay attention to improving efficiency and quality. Grasping the relationship between "quality" and "quantity" in review is also a major aspect of improving review efficiency. We should make more fuss about quality and consume less in quantity. In terms of learning effect, we can talk about "quantity" only after "quality", and strive to improve quantity and speed on the premise of ensuring quality. For example, when doing training and exercises, we should first analyze and think independently, solve problems correctly, cultivate the thinking and agility of solving problems, learn to draw inferences from others, and never look at the answers first. Second, the expression and operation are standardized and accurate. Third, try to solve the problem at one time, emphasize accuracy, and don't expect to review and revise. These are all questions of improving "quality". Say the quantity first. The number is infinite. A lot of repetitive training can improve academic performance, but the efficiency is not high. We should have a reverse thinking, how to limit the input of time and energy, improve the speed of solving problems, and always use time and input to restrain ourselves, which is equivalent to expanding the amount.
(2) Grasp the overall and basic relationship.
Mastering all the knowledge you have learned is the highest ideal of learning, which is generally unattainable. If it comes true, you will be extraordinary. Therefore, mastering the most basic things is the basic task of most students. The most basic things are often the most common and effective, and so is learning. Mastering the most basic knowledge, analyzing and solving problems, and the most basic ideas, laws and methods are the basis for achieving excellent academic performance. Because all the knowledge and skills, including 7% and 80% of the test paper content, belong to this part. Therefore, for most students, these contents are your key points, so don't focus on details and special solutions. Of course, those students with good foundation are not included here.
(3) handle the relationship between learning and thinking.
The first is learning and thinking about learning content. Practice has proved that in the process of learning, continuous thinking and memory can greatly improve the learning effect.
When some of our students study review, there are three more and three less phenomena: more exercises are done and less textbooks are read carefully; Read more symbols of books and think less about the memory of knowledge and problems; Master the knowledge of chapters or articles, but master the overall knowledge structure of teaching materials less. Reading over and over again, rarely closing the book to recall the main points, ideas or formulas in the book, and failing to grasp the overall knowledge structure of the textbook will inevitably lead to disorder and incompleteness of knowledge. In fact, the chapter catalogue of teaching materials is the simplest and most basic knowledge framework. How many students have paid attention to and studied it? The internal relationship between knowledge is rarely explored, and knowledge is isolated and scattered. As a result, the book is understood at first sight, forgotten as soon as it is put down, puzzled as soon as the topic is done, and understood as soon as the teacher talks about it. Because the book is easy to understand at first sight, it doesn't need brains, so the brain is not excited. It is often seen that some students fall asleep while reading. If you keep asking questions, thinking and solving in the process of learning, so that your thinking is in a state of active activity, then the learning effect will be very good. Therefore, I hope that the students will turn "three less" into more than three, so that your grades will be greatly improved.
Secondly, it is the study and thinking of learning methods. The reason why many students are inefficient in learning is that they never "can't stop and look back" during the learning process. Be good at checking your learning efficiency and adjust it in time. For example, after a day or a week of study, think about it: How much did you learn today? How's it going? How long did it take? Think about it and check it, which can play a certain guiding role in future study.
In the process of learning, we should constantly improve our learning methods. In the process of acquiring knowledge and developing ability; After experiencing the joy of success and the pain of failure, students should think about how they learn.
(4) Grasp the relationship between right and wrong in exercises and test papers.
Whether the used papers and exercises can play a positive role in review depends on your usual study habits. Have the previous mistakes been corrected? Have you sorted out the used materials? If you have done these homework revisions and data sorting, when reviewing now, turn over the previous examination papers, exercises and wrong questions or good questions (of course, if you have them), don't look at the correct content, and focus on the wrong questions. If it is a multiple-choice question, after reading the question, only look at the correct option, not the wrong one. Questions and answers mainly depend on where you lost points. This is called re-strengthening positive information. If you insist on doing this for a long time, you can save time and improve efficiency.
(5) Pay attention to the alternation of arts and sciences
In order to improve learning efficiency, we should pay attention to the alternation of arts and sciences in the arrangement of learning content.
What is the alternation of arts and sciences? That is, subjects with similar contents are not concentrated together, but arranged alternately in arts and sciences. Why are you doing this? First, the learning content is similar, and the parts of the cerebral cortex are similar. Long-term use of the same part causes local brain cells to consume a lot of substances, leading to fatigue. Long-term study of subjects with similar contents leads to monotonous stimulation in learning, which is easy to cause drowsiness, drowsiness or inhibition. Just like listening to the monotonous rain and dripping sound or the "tick" sound of clocks and watches, it will not be good to persist in learning. Second, because we study similar subjects and similar materials together, the neural connections in the brain are also close, resulting in overlapping and interleaving, which leads to confusion and mistakes in memory. When arranging the learning content, we should pay great attention to the alternation of arts and sciences to reduce mutual interference and make the parts of the cerebral cortex rest alternately. For example, after learning Chinese, you can watch physics, after learning mathematics, you can watch political history, and so on.
What is said here is how to review the final period efficiently. I hope I can help the students review. Finally, I wish the students good results in the final exam!