The steps to be taken in preparation for the examination: developing a plan — arranging a review — I would like to tell you how to develop a learning plan before we start talking about the big idea. It’s so important! It is important to have a clear picture of the situation of their subjects and the way in which they are studied, even in the fractions. There is also a strong relationship between objectives and plans. First, they identify their own areas of advantage, disadvantage. The dominant subjects, they’re good at their own, to some extent they’re gifted. In disadvantaged subjects, the effort and reward are not proportional or, to a certain extent, repugnant. Here’s a simple definition: your current score divided by the total score of 750, which is the average. The average of the subjects = the total of the average rate of X, which is more than 15 points above the average is the dominant one, and less than 15 points is the disadvantage. For the vast majority of people, the biggest problem is not knowing how to maintain their advantages and how to make up for their disadvantages, mostly by tearing down the East Wall and supplementing the West Wall. This section is up, it goes down, it’s tired, it’s not ideal to score for the last three or three years, and it is best to spend the least time stabilizing the dominant subject and raising the disadvantage at the least cost. This is premised on how helpful it is for you to know more about the current study programme at the school and the situation of the teachers in the various subjects. With regard to the organization of self-study, the time of free work, and a focus on the length of the subjects (the number of tasks assigned by the teacher) and the structure of the examinations, whether the subjects are staged or comprehensive, depends even on whether your goal is to improve the length of the examinations or to simulate them. The short-term increase in simulations is definitely easier than the achievement of high marks! I’ll talk next. There’s a group of people in this, who might get high marks in the usual simulations, but they’re usually 20 to 30 points lower than the simulations, because I’m that kind of guy. Why is this happening? This is determined by the innovation of the high-level test, the high-level of the average simulations because the issues of simulations are largely old, and few of them are innovative, and the high-quality simulations can be improved by training memory model thinking, but the high-level examinations require you to think. This is why many of the students are on the Internet, simulating the test scores, and crashing at the entrance examination level. Such teachers are the so-called teachers who talk to you all day and night. A really good teacher can add a rule to the criteria that will lead you to think, to explore the methods of research, or to teach you something that is very basic, and on that basis, to step up. I have just mentioned a very central thing, science and literature. Weak science students account for a large proportion of students, in the form of poor numeracy, both midstream and downstream. This is reflected in weak understanding, self-learning, mobility, and ability to take stock (most of whom do not have the means to do it, which is what I said above). Weak students in the arts are a smaller part of this, with poor language, English and biology. It’s something that’s against memory, something that’s against templates, because it’s bad memory… And of course, there’s a part of God’s pride, both science and literature, and the scores of this class are about 300 cents. For students with weaker scientific thinking, the difficulty of scoring (the number of points you can raise at the same time) is probably the same (provided that you are self-taught and may not have good teacher-led): physics, mathematics, chemistry, biology, English, if science is better, it may not all be the same, but it probably is. Bottlenecks generally appear in the dominant subjects, as some classmates think, they’re 50-60 cents and they’re trying hard, but there’s no points, and what’s most likely is that your basic knowledge is not yet fully mastered, or your time is not efficient. The learning methods vary slightly from subject to subject: the physical approach is mainly the breakdown of the thinking process, as well as the identification of models (problems) for summing up, one by one, plus some slightly complex issues of discussion (to translate scope into points). The language approach is to analyse problems from multiple angles and to train in language logic, which will be discussed later. Mathematics is mainly the correspondence between the drying and the steps, i.e. the translation of the mathematical language, and the difficulty should be the discussion, i.e. the idea of classification. It’s a common subject of chemistry, basically physical thinking, math thinking, biological thinking, the product of an average combination. Its focus and focus is on building the knowledge base framework + the way of thinking on methodological processes. In fact, for people with poorer scientific thinking, self-study is not recommended. Online + remedial courses may be more efficient than self-learning. Including the choice of information, it is important to choose a more framework-based reference book, which is well-established, with a more detailed catalogue of knowledge points and examples. Here’s how it goes. A lot of students brush their questions with the following common error: 2 Love does not want to sum up, does not want to sum up, does not want to think about the dimensions when you do. 3 Imperative learning of the faults, mechanical copying of memory, does not summarize the review. Recommendations in the general direction of the review: students with a weak base: to make up for their weakness, to choose one or two subjects to focus on a breakthrough. At least to the point of being able to do a problem, so as not to waste time on self-study. Students with a high basic level of knowledge: cleaning up content points and the hard-to-reach chapters and their response to the problem, so that they can enter a cycle of study to schedule their own studies. Otherwise, teacher’s homework will suck. You’ve got a better base: Positioning, Beung. Make a set of high examination papers (timed) and simulate the examination field to know their current level and the direction of the high examination. To know which are the more difficult topics and which are the more new ones, then to focus on classification training. The subject of science, three times: first, second, third. Watch the interval, day, week, January. First: Grab the core of the content and make sure to remember the important steps. Second: How to translate the subject, and how to transform the subject to the point of knowledge. Third time: the logical link between the subject and the subject, beginning to classify and looking highly at the problem. Category 1: Specific to the subject, and generally well-known, not in the case of knowledge points, but in the case of knowledge points. Mathematical classification: For example, the 3D geometry section, first questions. Classification of the first question: parallel certificates, vertical certificates, other strange proofs – the same length of the border … (which is also, in essence, the same parallel, vertical proof). (b) Classification of the second question: arts section — volume, height, linear angle section — arts section, diagonal series (a. simplest for a two-sided angle b. for a diagonal angle and for a point of coordinates c. limit of the two-sided angle) Physical Electronology (although mathematically speaking, I will give you examples of the whole subject: 1. c-t image problem (c\T\P\d), because later refinements will also require classification: 1. Test the charge deflection trajectories (electrical kinetic changes) 2. equilibrium field search lines, 3.E-d EP-d Mathematical image class 4. There are a few questions for the answer: one question at a time, one at a time, one at a time, all at a time, and three at a time (not absolute). 3 Gradient: The title is easy, simple and complex. The complexity of the subject should be judged by the complexity of the issue. Even a hard subject can be simply abandoned. The selection of the topic is difficult: 12, 16, 20 (2), 21 (2) when you have not reached 125 points in mathematics. Don’t touch it! Don’t touch it! Just remember, these four are poisonous. When you’re over 125, you’re clean. (Not that you have 125 points in math, but at this point in time, if you’re weak, you have to take it up to the bottleneck, and then solve the four questions!) 4 Efficiency: Pay particular attention to when you’re having problems, when you’re doing it. It’s a problem: because you probably don’t have any directional ideas, you don’t have two minutes of thinking, you look at the answers, you figure out the subject. It is possible to go through the brain quickly, to see what is missing and what process is not clear from what has just been done. Revised title: The revised title must be efficient because of the time it takes. (When you’re done with this, there must be something you think you should do that but you’re not, or you’re confused, you’ll give priority to those questions, remember to mark when you do it. There are also four categories where there are errors. Category 1: Memory, forget, forget. Category 2: There are ideas, but time is running short (slow, look at the answer combo process, optimize the step process, and look at the way the answer goes through the subject in its head). Category 3: Calculator error (just remind yourself, if any, that a particular calculation step must be strengthened). Category 4: topics that are completely unwieldy (in the case of complex answers, leave them alone, don’t overplay them), understand the answers and follow category 2. A student who makes a mistake can cut off a second or fourth category of valuable topics (which can read answers) (which will be faster). Remember: Looking back, it is better to see that what is done at one, two, three and four steps is clear (physical mathematics) (for chemistry, clear what is done at one step). Several stages of learning points: 1. A vague understanding of what this chapter is talking about and what knowledge points it is. 2. To be able to use formulas in the process of doing the subject, corresponding to the mastery of knowledge points. 3. Knowledge of the knowledge points, formulae and transformation of the subject(s) commonly used in a topic. 4. Titles are used to build the corresponding knowledge points for the entire chapter, as well as for specific transformations, and to understand that this chapter is jointly with other chapters. The dimensions of thinking when the title is taken over: 1. Calculator, method, concept, reading? 3. The method is not, what is it? Is there a common method? If it exists, what is it? 4. The question of the concept, is it vague, forgotten or confused? 5. The question of reading, where is this condition? How can you read without going wrong? The subject of memory, rolling review. Time of fragmentation, accompanied by a notebook. For a little while, I’m going over it. It’s a little bit longer. Learning to look for clues, such as replicating English shorts and writings, writings with their own structure, deconstructing them, understanding them with their own thinking, and answering templates and styles like novels, essays, poems, starting without forced memories, set templates, doing 35 similar questions, basically OK. When reading English-language articles, it is important to train in its own logic and to learn to divide the structure of the paragraphs and to speak later. Many of our fellow students are deeply confused about the language, and I will give you more specific information about the language. Language is a subject that can be won by a template. At least the score that can be obtained through a set template is about 125, and then up, we talk about language and we talk about reading and thinking. The central focus of a subject such as novel/text reading/script poetry is a wrap-up theme, which I have summarized in an earlier article. But in that summary, which is, after all, someone else’s thing, the language needs a set of its own, and if it is to be improved in a short time, it can be consciously and summed up. It is still the above-mentioned encapsulation: classification, which is still the youngest category. For example, the meaning of a title in a novel, the meaning of a sentence (the surface, the deep meaning), the appreciation of a sentence in a poem, the appreciation of a word, the appreciation of a word (a variety of ways of asking questions, methods of asking questions). I don’t need a gradient. The point is, what’s up? It’s done without the simulation. When you’re in the youngest category, you do at least three, do one answer. There’s no idea when you write the first one, but you have to force yourself to do whatever you want. When you write it, it’s three and four, and it’s probably all over again. After writing, for the answer, the language subject is actually the biggest entry point in the study. You have to analyze the point at which the answer comes in, and then what’s the model template for the specific answer, and you study it against your own answer. And then the second article, you’re starting to think, and you’re probably gonna be able to answer three and four. But you may still find yourself missing when you answer, and in fact there are things in the language that are in the template, and there are things that are not in the template, but those that are not in the template (they call it language proficiency), you find that can be studied and refined, that is, you can continue to take advantage of your template set. And again, you’ve done it three or four times, and you’ll find that you’re starting to reflect in your mind. The so-called routing is almost complete, and then when you work on it, you have to focus on what is called something other than routing, and then optimize your own response template. A good response template must be appropriate for your own thinking, there must be no standard answer to the language answer, but there is a key point, and all you have to do is use the best of your own thinking to organize an analysis from multiple angles. Then we can also talk about text, which is, in fact, a very well-tempered text. You’ll find that most of the selected articles in the subject are the history of the Civil Guard’s struggle. Civil servant: The Zenit Man: I used to love reading when I was a kid. Growing up: Most of the time, if Don had been promoted and promoted because the system was incomplete. It’s a XXX-man-man-man-man-man-man-man-man-man-man. If it’s after Don, it’s for high school. And then the road to the promotion began. Deeds: Being a magistrate: a new officer has been appointed to three fires: severe law and order/the loose war, the killing of bandits, the clean and clean detection of corrupt floods/ locusts/famines for the benefit of the victims/peaceful law and order/wells of the DPRK: Clean and clean/unparty-like / good for a white and white lotus who dares to speak to the Emperor and say that the Emperor is a bad-mouthed official, may deal with some major cases, or may be on tour, visiting the place … and finally speak of how to make a mistake and create a wrong set/random. A lot of people make mistakes that are soothing, and they do them every day, but when they do it is just a mechanical repetition, and they don’t look back and think. How do you make a mistake? 1. Calculus 2. Knowledge point forgets 3. Thinking cardboard 4. There is no need to put a mischaracteristic error on the wrong book for categories I and II. If you’ve been miscalculating a lot, please be careful! One of my habits: I’ll give myself a reminder before every exam. Something should be quick, something should be slow. I often fail to remember the formula, I often miscalculate, and I write first on the draft paper, reminding myself, and the first four questions on the subject of mathematics, and I’ll do it a little slower. 2. The knowledge point forgets the knowledge point, and only the corresponding translation into the textbook memory. However, if it is a point of knowledge that is often forgotten, it is suggested that textbooks be read over. Reunderstanding, reminiscent. Periodic memory, resistance to oblivion. 3. The subject of the shell would need to be placed in the wrong book, as appropriate. In fact, the core of the error book is not the need for memory, but the question of memory and classification, and there are many variations in one type of subject that you need to remember. And there’s something that you think is very good, especially new, and you feel like you can’t handle next time. Before making a mistake, what should be done was to put one of the faults together for reflection and then to conduct a study, take stock of the steps, group the subject and put it in the wrong place, depending on the circumstances. I’ll talk later about how to summarize the subject. 4. If you have thought after the answer to a topic that is completely unattainable, it is not entirely impossible to record selectively on the wrong subject. But if you look at the answer or not, you skip the subject! Wait until you’ve had your middle title and the middle one. How should the error be recorded: the faulty subject: try not to copy directly, unless the title is very short. And if you copy it, it’s inefficient, it’s mechanical. When copying it, you have a translation and a point of knowledge on the subject. There is also a way of thinking about the subject, even the subject. It is recommended that the streamlining be followed by a copy and that the streamlining be addressed directly to the knowledge point. You’ll find out what kind of subject is! Simplicity and the removal of some invalid information from a long and stinking subject, and the retention of valid information — that is, information that translates into the step of the subject, the thinking of the subject, and then one by one, will slowly lead to what is called a summary. That is why I have always stressed that you do the test, that the test is more logical, that it is better set, and that there is more thought in a book, that is, the simulations, that you copy me and I copy you. The answer to the wrong question: Here is the suggestion of a pencil! Can wipe. Of course, if you don’t like pencils, there’s nothing you can do. Step-by-step thinking/thematic thinking: organizing thinking in their own language and streamlining it. After the title was finished, a summary of the thinking was made and the topic was divided into steps. It’s about your cardboard, and the part you’re not familiar with, and you can write tips. If you think you’re wrong about the classics, the old-fashioned ones, the landmarks, you can write down the reasons you’re wrong and streamline! Especially at the beginning of the cycle, it is easy for people to forget points of knowledge when they listen to lessons or do questions, and some points of knowledge that are often forgotten can be copied directly into the notebook. And there’s something in the curriculum that you can’t understand, or a little inspiration and summation. A notebook, just so you can read it, especially in the humanities. A very amazing phrase, a phrase, can be written down by the type of disease that is common. After that, there may be a need to sort out the notebooks for a week or two weeks. The harder you remember! A notebook can be equipped with a copy in every section, and a small book can be better carried, because the memory of these tiny points of knowledge is by using the repetition of fragmentation, which can only be repeated on a rolling basis. Finally, there are countless ways of doing good, and the bottom theory is understandable. What is important is not how much is known, but how much is known and how many methods can be used. That’s what’s gonna get us better. Come on! Case number: YX11ojYmrLX
I don’t know.
Keep your eyes on the road.
