Most tutoring children often have a process of starting high and walking low, and it is easier to rely on training, and many children do not seem to learn without training classes.
Why do training courses have significant short-term effects, but they do not have the ability to improve in the long term?
It's not that the training class doesn't want to, but that it can't, the core reason for the difficulties encountered in in-class learning is that the knowledge points themselves are not proficient and the depth of thinking is not enough, so what needs to be remediated is also based on the improvement of thinking ability on knowledge points.
However, if this model is adopted, it is difficult to see the results quickly, parents are impatient, and children also feel great pressure, and do not realize that this is the essence of learning and the foundation of long-term learning ability.
In this case, the training course adopts another mode of direct purpose of raising points, which is more competitive in the market, you can not understand, but you just need to do it, what kind of graphics appear and what auxiliary lines, you don't need to know why, just apply it directly.
In this mode, students often have this is not difficult, the teacher talks about so many reasoning processes in class, it is not as good as the illusion that these question routines are effective, but under the pressure of easier learning, it can achieve immediate results. Parents will also perceive the training effect as higher than in the classroom.
However, the long-term negative impact of this learning mode is huge, with the increase in difficulty and the increase in the number of memory models, the knowledge points are more and more scattered and the learning effect is getting lower and lower without integrating the knowledge.
But at this time, they are inseparable from these extracurricular trainings, and they have adapted to the comfort zone of passive questions. Unwilling to leave tutoring and return to the classroom, the kind of guided teaching, more emphasis on training and independent learning mode is obviously not suitable.
In just one month of high school, the pseudo-academic bully's grades can fall rapidly, not because of how difficult it is in the first year of high school, but because it is difficult to have time for training under the more intensive learning system of high school learning. They rely on long-term training to form a set of questions, and cannot cope with the learning at the high school level.