The most pitiful group in high school is probably middle school students: lying and lying flat, and can't roll up. I want to study hard, but I feel powerless that I don't know where to start.
So what is the delay of middle school students? Is it yourself? Or a teacher? Or brushing questions?
Actually, it's all of them, but not all of them.
1. Yourself. Learning without getting to the bottom of the problem and not being able to draw inferences is probably a common problem for many middle school students. When studying, there will always be only one kind of question, and if you change one condition slightly, it will become a new question completely.
There are two questions here:
The first is the issue of the learning process. In general, it is "listening to lectures in class --- writing homework after class". But in fact, the normal process should be "listening to lectures in class--- reviewing after class--- writing homework".
It seems that there is only one more process, but there is a review function in it. The homework left by the teacher is generally a test of the content of the class that day, so it is inevitable to always turn the book and turn the notes when writing homework after listening to the class.
But after listening to the class, review it and briefly review the content of the teacher's class. Memorizing and memorizing deepened the impression and clarified the relationship between various knowledge points.
The second is awareness.
* Awareness is the most effective means of drawing inferences. When the teacher lectures, he will tell everyone to use method A when they encounter a problem, so the information that the child receives is naturally "use method A for a problem".
So here is an extra step, when the teacher finishes talking about problem A and uses method A. ** "Why use method a?" What is the specific formulation of the a-method? What is the extended variant of method a? ”
This is the ** consciousness, which may require the help of the teacher to do it at first, but after a long period of exercise, it will become the child's own ability.
2. Teacher. If the child's learning line changes with the teacher's teaching line, then unfortunately the child may fall into the trap of middle school students.
Because doing this does not show personal ability, it only shows that the child is a very obedient student.
Two improvements:
The first aspect is to learn to borrow the teacher's momentum, not to rely on the teacher.
A good teacher's accurate methods, rich experience, and profound interpretation of the college entrance examination are all teachers' "potential", and the learning process is the process of transferring the teacher's ability.
Transform the teacher's ability into personal ability, and there is a back-and-forth interaction with the teacher. And not the unilateral command of the teacher.
The second aspect is to have your own thinking.
This is the answer to the teacher, don't just say "I won't". Instead, you should show your own thought process and doubts to the teacher.
3. Brush questions. In fact, brushing questions for middle school students "does more harm than good".
The purpose of brushing questions is to improve proficiency, but for middle school students, the method is not proficient, and the memory of theoretical knowledge is vague. Brushing questions can only expose these problems constantly, and will not solve them.
Therefore, the key point is to go back to the source and grasp it from the method and theory. When you master the method and accurately memorize the theoretical knowledge, and then brush the questions, the results will change qualitatively.