Of course it's useful! No matter what the subject is, the final point of learning is to improve the accuracy and get more points by brushing the questions, practicing proficiency, and improving the accuracy.
It's just that many children and parents are overly superstitious about the usefulness of brushing questions, in other words, they use the method of brushing questions at an inopportune time, resulting in more questions to be done, and the lower the grades.
The premise of effective brushing.
1. Proficient knowledge point memorization.
Taking high school physics as an example, multiple-choice questions in the exam are generally required to be solved within 5 minutes, and some even need to be solved within 3 minutes. Within 5 minutes, read the question, extract the valid information from the question stem, combine the effective information with the learning content, and select the matching answer.
If the child is not familiar with any of the knowledge points in the chapters and subsections of high school physics, he will be stuck at this step.
After reading the questions, it is necessary to accurately locate which chapter or subsection belongs to the knowledge points used in the question, so as to effectively combine it with the content learned.
All the repetition, ambiguity, and self-doubt when doing the problem are the embodiment of unfamiliarity with concepts, theorems, and formulas.
If you are not familiar with these contents, then you will naturally use formulas and nonsense theorems. Not only will the time to do the questions be extended, but the accuracy rate will also be greatly reduced.
Therefore, after studying a chapter or a book, take out the textbook and compare it with the table of contents, whether you can speak concepts, theorems, and formulas (expressions, language descriptions) fluently and accurately.
Only by doing these can you be considered qualified to brush the questions, otherwise you will be more wrong than you brush.
2. Improve proficiency.
In high school physics, the order of force analysis is "f (force), a (acceleration), v (velocity), and orbit (trajectory)". After the child has listened to the lesson and understood and mastered, the point is here:
Find a lot of force analysis questions and practice them according to the steps taught by the teacher. Each question is practiced in strict accordance with the teacher's requirements until muscle memory is practiced.
In this way, no matter what kind of force analysis questions are in the future, the child can quickly give feedback. That's the purpose of brushing questions.
Or maybe it's the synthesis and decomposition of forces that I just talked about. The orthogonal decomposition method taught by the teacher: Subject: Force analysis of objects; Check: Look at the number of physical forces; Positive: orthogonal decomposition method; Ping: Lists the equilibrium equations; Find: Find the solution to the problem.
After listening to the same children and understanding and mastering them, the focus is to do more than 10 orthogonal decomposition problems, and practice the methods they have mastered through a large number of questions.
To sum up, if you want to maximize the effectiveness of brushing questions, you can practice these contents by doing questions on the premise that you have mastered the knowledge points and problem-solving methods, and truly internalize them in your heart.
Brushing questions is to "know" and practice "familiar"; Instead of putting "won't", practice "will".
Because the form of the questions will change, those questions that I thought I had mastered will become a completely new question if they change a little; However, the method will not change, no matter how the form of the topic changes, the knowledge points and methods can be applied infinitely.