The effect of training can be roughly divided into three categories, one is to be able to integrate and penetrate, the strong are stronger, most of the top students are in tutoring, but there is a clear difference between the effect of tutoring and tutoring, most students do not have the advantage of dimensionality reduction in the thinking of the top students, so this kind of students objectively exist, but it is not the mainstream, just because of the demonstration effect it forms, it will allow many parents to substitute. After all, most parents are full of confidence in their children, the lower the grade, the more so, the second category also has an obvious effect of improving scores, but often the follow-up is weak, especially after high school, many grades decline very fast, some of the top students in the high school entrance examination, less than half a semester on all aspects of the lag. The third group tends to make up for the worse and worse, and the knowledge system is completely confused. This is also the largest part.
Most parents still have an obvious lucky bias when they see the first type of students often substitute for themselves, the second type of students often only see the highlights of their grades, and the third type of students selectively ignore, without realizing that their children are likely to be in the third category, the second type with a small probability, and the first with a very low probability.
The difference between the extracurricular cram school and the actual extracurricular cram school as understood by parents is that parents believe that extracurricular cram school is aimed at checking and filling in the gaps in in-class knowledge, and 1+1 will be at least greater than 1However, the actual situation is that extracurricular training, especially in some large institutions and in-class institutions, is not a set of teaching systems, and from the perspective of performance improvement, it is often faster, focusing on skills and less on foundation.
This kind of teaching system for students with a slightly poor foundation, but it increases their learning pressure, and the knowledge in the class is a little vague, and then sorting out a new knowledge system outside the classroom will inevitably cause their learning to have no direction, but increase the child's learning burden.
The second group of students with short-term effects is more willing to accept this new system, which can also be understood, after all, the learning difficulty is much better than that of in-class teaching, and the performance improvement is obvious, and they can make problems without in-depth thinking. Many students even have the idea that extracurricular training is more important than in-class learning. However, with the deepening of learning and the increase of question types, the disadvantages of model problem solving will gradually appear.
The strongest wave of students is able to use the new system outside the classroom as an extension of the knowledge in the classroom and integrate it, depending on their own hard power.