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在考场上【拼的是谁犯的错误少】的分析与技巧
日期【2019-01-15 14:38】 共阅:【】次
在考场上【拼的是谁犯的错误少】的分析与技巧;
 
 
高考备考,不仅仅拼谁的方法好,还要拼谁犯的错误少。
 
 
 
  花越多时间学习成绩肯定越好
 
  这通常是考生容易陷入的最大误区,保证学习时间并不一定能保证成绩。有效学习不在于用了多少时间,而在于真正学会了多少。不少高三考生经常“挑灯夜战”熬到凌晨,但那时大脑已经处在过度疲劳的阶段,可想而知效率也不会太高。懂得劳逸结合、适时休息和锻炼的才是智者,也是能否走出题海的标志。
 
  老师讲的听明白了就万事大吉
 
  老师在课堂上讲过的题目,考试时很可能出现类似的,但条件略微变一变,很多考生就又不会了。正如高考题中的许多题目,考生会觉得似曾相识,但却不一定能得高分。问题就在于“听明白”的是老师的讲授,而考生在听课时属于被动的接受,没有经过自己积极主动的思考,只知其然不知其所以然,因此貌似听明白了,但碰到新问题、新情境时还是不会。
 
  做题只为了对答案找成就感
 
  一些考生在做题时得出正确答案就结束了,没有反思,没有归纳,没有总结,没有举一反三,过分追求结果而不重视解题的思维过程。实际上,将思维过程整理和展示出来才是学习的好方法。考生要学会用慢镜头展示思维的关键处,学会用放大镜放大思维的细节。平时复习时要在这些地方多花时间“感悟”,逐渐将运用思维方法形成习惯,才会达到理想的复习效果。
 
  题目做得越多成绩越好
 
  不少考生潜意识中认为试题多做多得,其实不然。反思一下,历届高三考生一年要做多少题?又有多少题目是白做的?因此,考生要学会舍弃,对大多数考生来说偏题、难题、怪题要果断舍弃,要重视做题的质量而非数量。
 
 
In preparing for the college entrance examination, we should not only spell whose method is good, but also spell who makes fewer mistakes.
 
 
 
The more time you spend on your studies, the better your grades will be.
 
This is usually the biggest misunderstanding that candidates are apt to fall into, and guaranteeing study time does not necessarily guarantee performance. Effective learning does not depend on how long it takes, but on how much it really learns. Many junior high school candidates often stay up until the early morning, but at that time, the brain is in the stage of excessive fatigue, and it can be imagined that the efficiency will not be too high. Knowing the combination of work and leisure, timely rest and exercise is the wise man, but also a sign of whether we can get out of the sea.
 
Everything goes well when the teacher understands what he is saying.
 
Teachers in the classroom talked about the topic, the exam is likely to appear similar, but the conditions slightly changed, many candidates will not. Just like many questions in college entrance examination, candidates may feel familiar, but they may not get high marks. The problem lies in the teacher's teaching, and the candidates are passive acceptance when they listen to the lecture. They do not have their own active thinking, but they do not know why. So they seem to understand, but they will not meet new problems and situations.
 
Ask questions only to find a sense of achievement for the answer.
 
Some candidates get the right answers when they do the questions, and then they end up without reflection, induction, summary, and inversion. They excessively pursue the results without paying attention to the thinking process of problem solving. In fact, it is a good way to learn to organize and display the thinking process. Candidates should learn to use slow camera to show the key points of thinking, learn to magnify the details of thinking with a magnifying glass. Usually when reviewing, we should spend more time "feeling" in these places, and gradually use thinking methods to form habits, in order to achieve the desired review effect.
 
The more questions you do, the better grades you get.
 
Many candidates subconsciously think that they do more questions, but in fact they do not. Reflecting on this, how many questions do senior three candidates have to do in a year? And how many questions are done in vain? Therefore, candidates should learn to abandon. For most candidates, biased, difficult and strange questions should be abandoned decisively, and attention should be paid to the quality rather than quantity of the questions.
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