Whether it is to return to school or continue to review at home, candidates should make good use of the one month extension of the college entrance examination to do a good job in the second round of review! Some people vividly liken the second round review of college entrance examination to the Stalemate Stage of war, which is also the watershed of students' learning level. At this time, the scores begin to widen the gap gradually. To win this stage, the key is to have a goal in mind, a method to solve problems and make unremitting efforts.
1、 Recollecting and forgetting knowledge points
The second round of review in college entrance examination is definitely not as orderly as a round of review. The span before and after review is very large, and teachers often review in the form of special topics. This requires examinees to first review the basic knowledge they have learned in a round of review, find relevant content to prepare in advance, and seize the initiative of review. Although after a round of review, the examinee's grasp of basic knowledge has been improved significantly, but the comprehensive use of these knowledge is still very weak.
At the same time, due to the large amount of knowledge in a round of review, some concepts, formulas and methods will be forgotten slowly. Therefore, at this stage, we should review textbooks, learning notes and error correction books, avoid a large number of knowledge points forgotten, and consolidate our learning effect as much as possible.
2、 Build a bridge of knowledge structure
The second round review of college entrance examination will increase the connection of horizontal related content, in fact, it is the review in the form of special topics mentioned above. This requires candidates to build their own knowledge structure bridge.
You can't copy other people's experience, because everyone's actual situation is not the same, and other people's knowledge structure doesn't help you much, so you need to consolidate the foundation step by step, and build your own knowledge vein on the basis of solid knowledge.
3、 String what you have learned
Grasp the internal relationship between knowledge, link up the relevant knowledge in the textbook, and form a whole of the fragmentary knowledge in the textbook. The knowledge points in the textbook are like pearls. It's hard for us to grasp them when they are scattered. If we can find a thread to string them up, they will become necklaces. If we grasp any pearl in them, we can easily take other pearls with us. Here, the problem before and after is the line, and the relevant knowledge of textbooks is the Pearl.
In the second round of review, what we lack is not pearls, but the ability to string these pearls together and the ability to string pearls into necklaces. So in the second round of review, we should consciously cultivate this ability. To cultivate this ability, first of all, we need to find related problems that can connect the front and back knowledge. The more we can find such related problems, the more comprehensive our perspective of the front and back of the textbook is, the more accurate our grasp of knowledge points will be, and the more comprehensive we will be when we think about problems.
4、 Improve the effect of doing exercises
In the second round of review, in order to improve the effect of problem-solving, students must think more, not to do the problem in order to do it. How to think?
One is to think about what kind of question it belongs to, what characteristics it has, what skills it has when examining the question, and what basic requirements it has when answering the question. Through the classification of questions and the induction of methods, we can make a harvest for each topic and make each topic enlighten ourselves.
Second, compare more. Often compare your answer with the reference answer to see if your answer is consistent with the basic idea of the reference answer, and if your knowledge selection is consistent with the reference answer. If the answer you make is far from the reference answer, you must find out where you are wrong, whether you are wrong in examination or knowledge understanding, whether you are not familiar with the characteristics of the question type or the answer method. Find out the crux of the problem, and then work hard to solve it. Never only focus on the score, but only be satisfied with knowing what to answer to the problem, and ignore what you should not ignore.
The third is to summarize more. Pay more attention to the experience and lessons learned in doing the questions, abstract the general things from the personality, and summarize some methods that have a guiding role in answering the questions. From psychological adjustment to time distribution, from reading habits to the order of answering questions, from thinking mode to language organization, we should pay attention to observe whether we have defects when doing questions at ordinary times, and pay attention to find ways to overcome these defects when doing questions.
5、 Cultivate scientific test taking habits
Methods are often rational, while habits have the characteristics of sensibility. In normal work, because of the sufficient time, most students can answer questions rationally. But in the exam, especially in the college entrance examination, due to the time limit, especially with certain psychological pressure, many students rely on the habit accumulated in the usual time to answer questions. Many teachers usually emphasize things that are too late to think.
For example, when we talk about exercises, if we ask students how to organize the answers when they encounter "why", they will add "analyze the reasons and explain the meaning". But when they come to the exam, many students can't think of this at all. They often have to deal with it mechanically, and one sentence will appear in their mind, forgetting "analyze the reasons and explain the meaning" until the exam Volume took the hand to see the score was deducted before thinking of this sentence.
Therefore, in the second round of review, we must pay attention to the transformation of teachers' requirements into their own habit of answering questions, and form a habit of doing things unconsciously towards the requirements of teachers as soon as we get the test paper, so as to truly let the experience accumulated at ordinary times play a role in the examination room.
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