Secondly, there must be a correct method: reading more can not only enhance memory, but also help English pronunciation and intonation.
Read books, too. This will help broaden your horizons and be of great benefit to writing. The knowledge of the day is completed on the same day and absorbed on the same day. If you don't ask the teacher or classmates in time, you can't delay the resumption of class. Just recite it directly. As long as you learn it that day, you can recite it at night. That's no problem. In the final stage of college entrance examination review, how to review Chinese can be summarized into two aspects, focusing on foundation, breaking through reading and examining questions.
(1) Pay close attention to the foundation. At present, it is not the fundamental way to solve the problem of wrong questions and low basic scores through a lot of exercises. If you do too many questions, you will have the opposite result. How to solve it? I think candidates should learn to sum up experience and lessons, find their own weaknesses in various knowledge points, review them in a targeted and targeted way, and break down the problems one by one. My method of guiding review is to let students make a simple question card, count the scores of an exam, compare the status of 20 basic questions horizontally, and find the corresponding solutions according to the specific wrong questions.
Pre-10 questions are the most prone to problems in basic knowledge questions, and it is not easy to get a division of labor, such as the first question, font discrimination and the fourth question, which are all at the level of recitation and application. Candidates should be the first to find mistakes. Second, we should accumulate more. We can find out the meanings of words and idioms that are rarely seen at ordinary times, or we don't understand that the meanings are wrong, correct the wrong glyphs and write them down to strengthen our memory.
The second question, the examination of the use of function words, should be a problem that candidates are prone to lose points in recent years. Two of the four options can accurately find errors, while the other two are very confusing. This question should pay attention to the analysis of the context, whether there is a progressive relationship in the sentence, whether there is a relationship between giving more and giving up, and so on. Candidates should strengthen their awareness of analysis.
The seventh question is also a question that candidates often lose points. Judging from the types of college entrance examination in the spring of 2000, an additional question was added to examine practical writing. Candidates should pay attention to remember the basic format, the use of honorifics and other common sense knowledge when reviewing practical writing.
⑧-⑩ When appreciating ancient and modern poems, candidates should pay attention to the overall understanding of the description object, artistic conception, theme and symbolic meaning of the poems, and at the same time pay attention to the relevant background, times and specific events provided in the examination questions, which are supplementary materials for understanding the contents of the poems and sometimes play a key role in understanding the poems.
Six questions in classical Chinese reading examine the understanding of real words, function words, sentences and meanings. Question [13] is easy to lose points, and it is also the question of 1999. In the spring (real) college entrance examination in 2000, reading ability was highlighted as a difficult question. Question [13] is a comprehensive understanding and analysis of the characters' personality characteristics, many reasons, processes and themes involved in the text and speech situations, which requires candidates to eliminate mistakes on the basis of accurately grasping the meaning of the text, and is also a difficult question. In other words, it is easy to find out the mistakes in the comprehensive questions by decomposing the difficulties and reading everything. Don't be greedy in reviewing classical Chinese, do the college entrance examination questions in recent years carefully, find the characteristics of classical Chinese sentence patterns, express the characteristics and find the rules.
Questions ⒅-⒇ involve sincere reading of scientific and technological discourses. Candidates should make it clear that scientific discussion is not about how much you know about this kind of knowledge, but about your ability to choose and confirm its language information. Therefore, the basic principle of doing the problem is: read the paragraph carefully and patiently, examine four questions from a single sentence, extend to the paragraph, and then summarize the meaning of the text. Don't take a shower when reading, just try to be quick. You should patiently determine the information points in the text, and find the exclusion points through one-to-one correspondence with the reporting options.
(2) Breaking through the classical Chinese mentioned in writing, the scientific exposition is also a breakthrough point, but the first (2 1)-(24) modern Chinese reading questions require written answers to express the analysis, understanding and generalization of the text content, which is subjective and requires candidates to be both social sciences (articles emphasizing discussion) and prose (emphasizing narration, description and lyricism). Integration, on the basis of reading the full text, candidates should focus on the position of the original text, and the true meaning of the paragraph is clear, so that a breakthrough can often be found through the integration of the upper and lower contexts. The relatively difficult topic is to understand the implied meaning and figurative meaning of the words (sentences) formed by interpretation.
(3) Work hard on the exam questions. (25)-(27) Language expression questions have increased the proportion in the examination questions in recent two years, involving simplicity, consistency and appropriateness of language expression, and the score has reached 12. Candidates often don't get many points or no points, because this kind of language expression questions are open-ended, on the one hand, there are restrictive requirements, such as imitation and compression of information. On the other hand, it is relaxed and open, allowing candidates to play their language skills. Candidates can solve problems accurately from three aspects: (1) sentence modification, (2) sentence expansion and (3) sentence transformation. Sentence modification involves the change of advantages and disadvantages and the change of right and wrong. This is an old question, which must be taken in the college entrance examination in 1998, while the sentence extension question is newly developed in recent two years, involving imitation and continuation. This kind of question is often combined with rhetorical methods to do this. Secondly, we should clearly understand the characteristics of the original sentence, what rhetorical methods, what famous sayings, poems and forms are used. To compress information, contrary to extended sentences, is often to compress and summarize news and other contents, but also to ask candidates to see the stem of the question clearly, and to make it clear whether to draw up a news title or summarize it as a one-sentence news or compress the news focus. Each method is different, and a slight negligence will cause unnecessary loss of points.
Writing is to strengthen the consciousness of examining questions, and new grading standards have been implemented since the composition evaluation in 2000. The task of each candidate is how to get basic points and development points.
The key to composition lies in the examination of questions. When reviewing questions, we should grasp what the given material requires to write, what style is appropriate, and determine how to write this material and what kind of material (argument) it has. At this time, it is especially necessary for candidates to have a clear mind, analyze the writing requirements, and the materials have intentions and hints. Influenced by the college entrance examination in 1999, many simulation questions relaxed their writing requirements. Stylistically, except poetry and drama, other styles can be written. This requirement seems broad, and it seems that any style will do as long as it meets the requirements of the topic. In fact, it is a big fallacy. If we study the materials carefully, we will find that the materials are limited in style, at least biased; Candidates should strengthen training in this area.
Regarding the development score, it is easy to get the score of language expression. Candidates should have the awareness of strengthening the use of rhetorical methods in their expression, show the expressive force of language through various rhetorical methods, and also show their ability and talent in using language. In short, in terms of composition, candidates are required not only to carefully examine the questions, but also to be flexible and give full play to their best ability in an eclectic way. Chinese needs to be accumulated.
Basic knowledge: words and idioms should be memorized, and punctuation of sick sentences should be skillful. In short, doing more is the truth. And don't wait until the third year of high school sprint to accumulate all the words, it will be difficult. It's a good choice to write it down in a notebook.
Reading: It's a very troublesome problem. We did a lot of training. We got 12 in our senior year, which was actually ok. According to my experience, the most important thing is to keep some rhetorical methods, expressive skills and techniques. (all Chinese materials) and their role in the mind. These are all used to make questions, as can be seen from the scoring rules. These directional things are a scoring point, and analyzing their functions is another scoring point.
Be specific: no matter how you ask, the answer can be divided into three steps: (answer each point)
1 What does the content ① say (describe it) ② What is the function? This is the top floor.
2 what techniques are used in the skills (such as metaphor, borrowing scenery to express feelings, etc.). What role does it play?
Structurally (this is to link the sentence with the full text), ① (such as care, bedding, bedding, etc.). (2) Then analyze its function.
The above reading summary is really essence, and every sentence is useful. I hope you can seriously consider it. The key is to memorize the method function and answering steps! Go and see the answers to the reading questions in the college entrance examination, straighten them out and see if this is the case.
Note: When analyzing the function, you must combine the content of the article.
Composition: very important, divided into many points. You should invest more. Reciting model essays is recommended by many people. Of course, I tried. Unrealistic. It's a waste of time to recite none, let alone 20.
The best way is that you should also take reading notes. You should be familiar with it, not too much. You must remember it, so that you can use it freely in writing. This is the best way to improve in the short term.
There are no shortcuts to other parts, except to do more and follow the teacher.
All I'm offering is the method. The key lies in your own study and application. If you do it, you will certainly make progress. Don't worry, Chinese won't widen the gap, but if it is poor, you will suffer.
I hope you can get good grades. Come on! Physics: First, how to read textbooks
Reading physics textbooks can't be like reading novels. You can't read a poem word for word. In order to achieve good results, we should understand the structure of teaching materials.
1, the structure of physics textbooks
Textbooks are written by people and are for students. The content of each textbook is not chaotic, but has a certain idea or structure.
Physics is a subject that studies the phenomena and laws of force, heat, sound, electricity, light and atoms. High school physics textbooks are written in this order, but limited by the length of the school system, these large pieces of knowledge are put together and divided into many chapters. Generally speaking, a chapter is a knowledge system, which contains many knowledge points. In order to explain the knowledge points, the textbook also designed a section to divide a chapter into several sections. The process of learning and teaching physics is actually a process of teaching and learning section by section in order. Mastered the structure and content of each section, and basically mastered all the contents of the textbook. What is the structure of each part?
1 is the central content of each section. When compiling the textbook, everyone puts it in the title position, which is very eye-catching and everyone can see it clearly. For example, the title of the first section of the first book of physics in senior one is "force", and the content is the knowledge about force. For example, the first section of the second volume of physics in senior two is entitled "Impulse and Momentum", and the teaching content must be the concepts and basic operations of impulse and momentum.
From several aspects, it is to elaborate the central content from different angles. In textbooks, boxes are often used, but not absolutely. For example, the section "Force" can be considered from three aspects: the concept of force, the expression of force and the types of force. For example, the section "Impulse and Momentum" can also be considered from three aspects: impulse concept, momentum concept and example analysis. You can follow this method and look at other plates.
How to say, in order to explain the content of knowledge, examples, analysis (reasoning), experiments (demonstrations), charts, definitions, introductions and other methods are adopted. On the one hand, it occupies most of the layout of the textbook, and it is also the embodiment of the quality of a textbook. For example, in the section of "Force", the concept of force is directly introduced first, then the force is represented by a chart, and then the types of force are illustrated by examples. For example, in the section of "Momentum of Impulse", the concepts of impulse and momentum are obtained by reasoning with examples, and then illustrated with examples.
Therefore, the structure of each section of physics textbooks is the same-what to talk about; From several aspects; What can I say? In fact, mathematics, chemistry, politics, biology and geography all have similar structures.
2. How to read
First, browse a chapter in a short time (about 2 minutes), and you can roughly see what the textbook is going to say, from several aspects. Then, read the textbook carefully and see how to talk about these contents. At the same time, understand the concepts and laws involved in these contents. Finally, close the book and review the structure of this section, and then review the knowledge points involved. Try it, and you will remember, understand and gain.
Second, how to attend classes
Learning to read is conducive to preview and self-study, and learning to listen is conducive to improving efficiency and getting twice the result with half the effort.
1, the structure of the teacher's lecture
Careful analysis of each lesson explained by the teacher will reveal the same structure-what to say; From several aspects; I don't know (except PE class). Whether the teacher is aware of this or not, it exists objectively.
Generally speaking, what the teacher said is consistent with the textbook, and it is similar or consistent with the textbook in several aspects. How to say it, the difference is big. Different teachers, different ways of speaking, the order is not necessarily the same, and the style reflected is naturally different.
2. How to attend classes
First of all, it depends on what the teacher said and how to introduce it. Many students don't care, but it takes a lot of effort to introduce the content. From several aspects, some teachers will explain directly from several aspects after the introduction of the topic (content), while some teachers will talk about the first aspect first and then the second aspect step by step. See what method the teacher uses to speak, and whether it is consistent with the textbook. Have the concepts, laws and knowledge points been clarified? I got it, I got it, I got it, I got it, I remember, I can use it to achieve my goal.
Secondly, take notes properly. Forgetting is a normal physiological phenomenon. By taking class notes (or in the margins of the book), it is very effective to record the structure, main points, knowledge points and good methods explained by the teacher and review or read before the exam.
Finally, before going to bed at night, it should be no problem to play back the scene of the teacher's class during the day, just like showing a movie, and it will not take much time. Every student can do it if he wants to.
Third, how to do the problem
It is a fact that physics problems are difficult to do. It is also a fact that physical problems and their solutions have laws to follow, but many students don't realize it. If you master these laws and methods and conduct conscious training, you will find that physical problems are not too difficult to do (except partial, difficult and strange problems).
1, composition of physics questions (mainly comprehensive questions)
The general physics comprehensive problem mainly consists of three parts: introduction, key known conditions and problem solving.
Introduction-the most part of the topic, including charts, involves a large number of (known) physical quantities and gives a clear physical scene. It is easy to know some known quantities, some information and some scenes.
Key known conditions-only one or two sentences are needed in the topic, but the key physical scenes, motion scenes and key known quantities needed by the topic should be mentioned. Such as static, very short time collision, just right, etc.
Solve the problem-the topic is very clear, and most people can see it, except those who are careless.
Knowledge+method+diligence+understanding = full mark!
-remember the physics learning experience.
Speaking of physics, it is estimated that many students will list it as their weak subject or one of them. That's nothing. From another point of view, it can explain a problem: you can find your biggest room for improvement in physics.
Some people will sigh: easier said than done. Indeed, any improvement or progress depends on one's efforts, but I want to make sure that full marks in physics are not just a distant and beautiful dream!
Like some of you, I began to be afraid of physics, because it was not my strong point, and as a girl, I was also under extra subconscious pressure, which caused my physics to wander at a low ebb in the first half of the third year of high school, and I was often afraid of it for more than 80 points in 100. Physics in the college entrance examination should account for 120 of the comprehensive test paper. Taking such achievements to meet the results of the college entrance examination will definitely end in failure. This is the theory of 6- 1 = 0. So I began to "catch up" with physics. I feel a little tired in the round of review in senior three, because there are too many dead ends of knowledge left before, and I can't even figure out the difference between balance and action and reaction. On such a weak physical foundation, I made much more efforts than others, and finally got full marks in the college entrance examination. It can be said that apart from physics, no subject can better witness my senior three.
But not everyone's contribution is directly proportional to the total return. There are many rules to follow. I will only introduce a few more effective and useful ones.
First, "Don't build a high platform on quicksand"-remember the basic knowledge points. Many students feel that their textbooks are "solid" and they listen carefully in class, but they didn't do well in the exam. I have the same experience and feeling. It was not until the first round of review in senior three that the problem was discovered. I don't have a deep understanding of the basic knowledge of senior one and senior two. I just did the problem mechanically, without thinking about the knowledge of kickbacks, which led me to learn something like a "hanging garden". Blinded by this illusion, I thought I was learning well, and as a result, I tasted the bitter fruit I planted as soon as I entered the general evaluation. Although it was not too late, I wasted a lot of time and energy. Therefore, I would like to remind you that it is not feasible to go deep into the new course. It is not feasible to recite only a few formulas and theorems that anyone can recite. We should also "follow the trail", respond to the textbook content in time after finishing the topic, regard the textbook as our own root, and often look through the textbook. Every in-depth reading will bring you an epiphany.
Second, "every little makes a mickle"-pay attention to accumulation. Everyone knows that language learning depends on accumulation, but physics also depends on accumulation. My motto-"Yulong Mountain does not depend on the Millennium snow, and Jinsha River does not depend on the hundred streams" tells me that accumulation is the roadbed on the road to success. In this case, how to accumulate is the key. Among them, the wrong problem set and notes are the most tangible. It can be said that the wrong problem set is my magic weapon and my notes are my right-hand man. In fact, the wrong question set is very flexible, and it can be left to its own devices, without formatting or routinization. I almost don't look through the wrong problem set anymore, because every time I sort out a wrong problem, I will be deeply impressed, and I can guarantee that I have mastered what is written on it. In this way, the purpose of doing the wrong problem set becomes standardized problem-solving and sentiment reflection. Do it with your heart and reap it with your heart. Notes are more casual. I listen to the postscript first in class as the first-hand information for the exam. Reviewing it seems to be listening to the content of the lesson again, with twice the result with half the effort. However, the phenomenon of "three-minute fever" is very common. The key lies in perseverance, but it is a good opportunity to challenge yourself. I hope everyone can stick to it.
Third, "learning without thinking is useless"-learning is expensive in understanding. I remember reading such a sentence: the gap between students mainly lies not in intelligence, but in the ability of epiphany. It is good to have a high understanding, but there is no need to be discouraged if you have a poor understanding. You should know that insight can be cultivated and improved. Learning physics is not about how many problems you have done, but about how many methods you have mastered. Through the comparative analysis of a kind of topic, we can find the essence of * * *, and realize the reason and intention of the questioner here, that is, to change passive acceptance into active absorption, to achieve the same connotation under complex and exquisite packaging, and to win the joy after epiphany.
Fourth, "there must be a teacher for three people"-believe in the teacher and believe in yourself. Keep pace with the teacher. No teacher will ponder the teaching methods, demonstrate them repeatedly and then teach them to students for tomorrow. Therefore, every teacher is our most grateful person. We should adapt to the changes after separation and other corresponding changes as soon as possible and actively respond. Communicate with substitute teachers more, ask yourself more, ask teachers and classmates more, and believe that you can do it!
In a word, physics is a discipline with strong regularity and an abstract discipline, but as long as you can master the law of methods (which will be involved slowly in the future), you are not afraid of difficulties and are willing to work hard, you will definitely dominate the 2008 college entrance examination!
Learning physics is actually not that difficult, knowledge+method+diligence+understanding = full mark! First of all, thoroughly understand the basic concepts and make clear the applicable scope of basic laws such as Newton's law of motion;
Second, cultivate abstract thinking, lay a good foundation in mathematics, and actively use mathematical knowledge, such as seeking extreme value in electromagnetism;
Third, cultivate rational thinking, pay attention to the word "reason" in physics, and solve problems according to strict theoretical basis rather than subjective assumptions;
Fourthly, master certain methods, such as solving the problem of particle system by integral method, and flexibly choosing reference system in kinematics to simplify operation.
Fifth, strengthen the memory of "problem consciousness" through certain exercise training: in physics learning in senior high school, we should remember basic concepts, laws and some basic conclusions, which is what we often call the most basic knowledge. Students often ignore the memory of these basic concepts and think that learning physics does not need to memorize these literal things. As a result, few students, even those in cram schools, can accurately state their physical concepts in the review of senior three. I can't absolutely say that the incompleteness of physical concepts has a great influence on your study in a certain exam or a certain stage, but I can definitely say that your understanding of physical problems has an inherent adverse effect on the formation of your knowledge of the whole physical system. You can't tell which question in an exam will lose points because of your inaccurate concept. Therefore, learning Chinese requires memorizing famous sayings and epigrams, learning mathematics requires memorizing basic formulas, and learning physics also requires memorizing basic concepts and laws. This is the most important condition and the most basic requirement for learning physics well. Without this step, the following study is impossible.
Accumulation: it is the work after memory in the process of learning physics. On the basis of memory, we constantly collect a lot of information about physics knowledge from textbooks and reference materials, some of which come from a topic, some from an illustration of a topic, and some may come from a short reading material. In the process of collecting and sorting out, we should be good at analyzing and classifying different knowledge points, and find out similarities and differences in the process of sorting out, so as to facilitate memory. The process of accumulation is a process of struggle between memory and forgetting. However, it is necessary to make knowledge more comprehensive and systematic through repeated memory, and the relationship between formulas, theorems and laws is closer, so as to achieve the purpose of accumulation. Never repeat your homework like a bear breaking a stick, rote it and think nothing. The result will only be more memories than forgetfulness.
Synthesis: Physical knowledge is divided into chapters and sections, and the contents that can be required in the physical examination outline are also one by one. They are both interrelated and different. Therefore, in the process of physics learning, we should constantly carry out small synthesis, and wait until the third grade knowledge is learned before systematically synthesizing. This process requires students' ability, and chapters are interrelated, and different chapters can be compared with each other, so that the knowledge before and after can be truly integrated, so as to gradually find the connection of knowledge from synthesis and find the interest in learning physics knowledge.
Improvement: through the memory and accumulation of previous knowledge and careful synthesis, the ability to solve problems can be improved. To improve one's ability is to improve the ability to solve and analyze problems. For a topic, we should first look at what the problem is-mechanics, heat, electromagnetism, optics or atomic physics, and then make clear the research object, combine the conditions given in the topic, apply relevant physical concepts and laws, and also use some physical first-and second-level conclusions to get a smooth result. It is conceivable that if the basic concepts of physics are not clear, the given conditions or implied conditions in the questions can not be seen, or the formula used in solving problems is wrong or the primary and secondary conclusions should be used, but the original formula is used, the speed and correct rate of solving problems will be affected, and getting high marks in the exam will become empty talk. Improvement is first of all proficient in solving problems, then flexible in solving problems, and finally innovative in solving problems. This includes multiple solutions of the same problem, and the simplest method can be selected from the multiple solutions; It also includes multiple solutions to one problem and successful solutions to multiple similar problems. Really reach the level of dexterity and ease of use.
To sum up, there are roughly six levels in learning physics, that is, understanding first, remembering later, practicing and using, gradually mastering, practice makes perfect, and being brave in innovation, and finally reaching the highest level of learning physics from the initial goal of basic knowledge.
In the process of physics learning, according to the cognitive process from simple to complex, and comparing with six learning levels, we can gradually find out our position and level, find out our shortcomings, and then determine our improvement and efforts.
High school study is to prepare for university study, which puts forward higher requirements for students' self-study ability. The basic process of physics learning mentioned above-memory, accumulation, synthesis and improvement-is the process of cultivating their self-learning ability. I learned the learning methods, became interested in physics, and mastered the characteristics of the close combination of physics as an experimental subject and reality. Through my efforts, I will definitely learn high school physics well! You can go to the liberal arts bar to learn Chinese, and the one below teaches physics.