I also said before that the tactics of the sea of questions are very important, so be sure to brush up on the questions a lot.
But you must first understand one thing, that is, it is not just brushing, how to brush is very important.
First of all, you need to understand the purpose of brushing questions, as follows:
1.Learn about question types.
2.Hands-on learning.
3.Test scores.
What will you find, isn't this Ma Zhe?
The first point is epistemology, practice is epistemology, we brush the questions in order to understand the type of questions, understand how to test his knowledge points, and how to combine.
If you read more similar questions, you will have a bottom in your heart, first, you will not panic, and secondly, you can directly skip the steps of analyzing knowledge points and directly start the topic.
For example, if you understand the type of question in the public exam, whether you understand the question type will determine whether you do a question for two or three minutes or six or seven minutes.
And if you don't understand the type of question, you don't have a habitual thinking and intuition, you will be at a loss, and the answer will become irrational, such as the history of the liberal arts.
Therefore, no matter what knowledge points you have learned, you should need to understand the question types, because the exam is a large number of question types plus a small number of innovative question types, and the only solution to innovative question types is whether you have enough time and whether your knowledge reserve is enough.
For batch question types, you need to be proficient in each question type, and even if you can't do it, you have to know what the method is.
This is because some of the questions are very difficult, but sometimes they are very simple.
For some simple question types, the person who produces the paper often wants to reflect his ability, but it is difficult to come out.
But you remember a principle, it is impossible to break the principle twice, if it is too difficult for the person to come out this time, you must go out to the simple next year, otherwise you will not be able to explain to the above.
Out too simple the same.
Add more water to noodles and more water, that's it.
The second is hands-on learning.
To do in learning and to learn by doing, we must achieve the unity of knowledge and action.
Practice is the driving force for the development of understanding, and many topics may not be very well understood by learning knowledge points, but by brushing the questions, we understand what this knowledge point is about, and how he probably uses it.
The third is the test score.
Practice is the goal of cognition, and it is also the only criterion for testing the truth of cognition.
How well we grasp the knowledge points, whether we can only say it or can use it, that is, to see how effective the brushing questions are.
We need to decide which areas of our knowledge are imperfect and which ones we should continue to develop through the feedback of brushing questions.
Knowing these three points, let's talk about how to implement them.
First, we brush up on the questions immediately after learning the knowledge points.
At this time, the purpose of brushing the question is to have a deeper understanding of this knowledge point and know what this knowledge point is about.
Second, understand the question types after a preliminary understanding of the knowledge points.
After brushing the questions for the first time, we almost know what the knowledge points are, and at this time we have to brush a large number of similar question types to understand what these question types have in common, what common solutions they have, and where we often get stuck.
Third, when we have learned the knowledge points and question types of many modules, we will test ourselves in the exam.
We can use the results of the exam to distinguish whether our brushing questions are in place, because we are often in a fragmented state of brushing questions when learning modules, and we already know that all the questions in this area are solved with the same solution, or even a special solution under a question type, so the accuracy rate will be slightly higher.
For example, if the problem type is a numerical rule, one of the problem types is the fraction solution, and the special solution is the remainder rule.
So when you do it, you already know that one of the relationships is the remainder, and you can easily find the other one.
But without this premise, then you need to consider variance, remainder, square, cube, former sum, former quotient, and so on.
In addition to fractions, he may also be decimals, parentheses, spacers, then it is more difficult for you to judge.
At the time of the exam, we mix all the question types, so you will have a lot more to think about.
In addition to knowing the knowledge points, you also have to know which knowledge points he wants to test you, which is the insidious part of the exam.
There are those who can still analyze the knowledge points in the examination room, to be conservative, the civil service national examination is 80+, and the national college entrance examination is 650+.
The second is that the exam can show your level of different modules, so that you know which modules you still have space for and which ones you should be a little bit later.
In order to solve this kind of problem, unless the brain has strong computing power, you have to save the step of analyzing the knowledge points by brushing a lot of questions.
I call it the sense of question, which is intuition, the sixth sense.
When you see a question, your sense of the question guides you how to do it.
So this comes back to the habit of brushing questions.
The formation of a sense of problem lies in repeating the right habit.
When you can get a question right, then you continue to do it right until you get it right.
When you make a mistake, review it in time to avoid wrong thinking causing the wrong feeling.
When brushing the questions, you also need to distinguish which questions mainly rely on piling up and which ones need to be reviewed.
Not all questions need to be reviewed.
For example, a single knowledge point is simple and a combination of many questions, this kind of multi-brush; A single knowledge point is more difficult, and the questions with fewer combinations are reviewed more.
As for the allocation of knowledge points and the amount of brushing questions, it depends on the needs.
If you are for teaching or professional exams, then the importance of brushing questions is far greater than learning knowledge points; If it is a comprehensive exam, such as the college entrance examination, then knowledge is more important to you.